Q !-,^ 



A SCHOOL BUILDING PROGRAM FOR THE 
CITY OF WINONA, MINNESOTA 



BY 

MERVIN G. NEALE 

Professor of Educational A d mini d ration, University of Minnesota 
AND 

SIGURD B. SEVERSON 

Assistant in Educational Administration, University of Minnesota 




Price : 50 Cents 



MINNEAPOLIS. MINNESOTA 

Dectraber. ig.:? 



A SCHOOL BUILDING PROGRAM FOR THE 
CITY OF WINONA, MINNESOTA 



BY 



MERVIN G: NEALE 

'I 

Professor of Educational Administration, University of Minnesota 
AND 

SIGURD B. SEVERSON 

Assistant in Educational Administration, University of Minnesota 




MINNEAPOLIS, MINNESOTA 
December, 1922 






^^1^ 2 1924 



CONTENTS 

PAGE 

Introduction ; vi 

Author's introductory statement viii 

Chapter I. The school building situation in Winona i 

Chapter II. The number of pupils for whom school facilities should 

be provided 25 

Chapter III. A proposed school building program for Winona 37 

Chapter IV. The ability of Winona to finance the proposed program 46 

Appendix A. The Strayer-Engelhardt Score Card 61 

Appendix B. Advantages of a central junior high school for Grades 

7. 8. and 9 65 



LIST OF TABLES 

TABLK PAGE 

I. Date of erection, type of construction, number of class- 
rooms in use. pupil enrollment, and grades accommo- 
dated in the school buildings of Winona i 

II. Scores allotted to the Junior High School building by 

thre" j udges 3 

III. School buildings of Winona arranged in the order of 
total scores allotted 4 

IV. School buildings of Winona arranged according to the 
total score allotted to each building 5 

V. Comparison of the distribution in per cents of elemen- 
tary school buildings of Winona with those of Duluth 

and St. Paul on thei basis of their allotted scores ri 

VI. Playground space per child enrolled in the Winona pub- 
lic schools 13 

VII. Height of blackboards in the kindergarten and first 

four grades in Winona 14 

VIII. Per cent of classrooms in each of the school buildings 
of Winona that have less than the standard ratio of 
window space to floor space, that have standard ratio, 

and that have above standard ratio 15 

IX. Orientation of rooms in the Winona school buildings.. 16 

X. Comparison of trend of population growth in Minne- 

nesota and Winona over a period of years 25 

XI. Trend of population in Winona by wards from 1910 to 

1920 26 

XII. School enrollment in Winona by grades from 1912-13 to 

1921-22 27 



CONTENTS iv 

TABLE PAGE 

XIII. Number of elementar)-, junior high school, and senior 
high school pupils attending school in Winona in April, 
1922, by wards and precincts 28 

XIV. Number of elementarj^ junior high school, and senior 
high school pupils attending school in Winona in April, 
1922, by present school districts 29 

XV. Population of Winona, by wards as shown by census 
returns in 1910 and 1920 with estimates of population 

in 1930 and 1940 30 

XVI. Enrollment by school divisions in Winona from 1912 

to 1922 32 

XVII. Per cent distribution of enrollment by school divisions, 

in Winona from 1912 to 1922 33 

XVIII. Number of elementary, junior high school, and senior 
high school pupils attending school in Winona in April, 

1922, by proposed school districts 35 

XIX. Population by decades of fourteen cities used in making 

financial comparisons 47 

XX. Population by decades of ten Minnesota cities used in 

making financial comparisons 47 

XXI. Per capita debt of Minnesota cities for schools 48 

XXII. Total amounts spent each year for land, new buildings, 

and equipment in Minnesota cities 49 

XXIII. Expenditures for capital outlay of Winona and seven 
other comparable Minnesota cities, 1904 to 1921 50 

XXIV. Assessed valuation, the ratio of assessed to real valua- 
tion, and the real valuation of fourteen Mississippi 
Valley cities of about Winona's population in 1917-18.. 51 

XXV. Real wealth per capita of fourteen Mississippi Valley 

cities of about the same population as Winona 52 

XXVI. Real wealth per child in average daily attendance in 
fourteen Mississippi Valley cities of about the same pop- 
ulation as Winona 52 

XXVII. Total assessed valuation and the assessed valuation per 

capita of ten Minnesota cities 54 

XXVIII. Total and per capita wealth in moneys and credits of 

Winona and eight other comparable Minnesota cities... 55 
XXIX. The tax levy in mills for school purposes by years in 

eight Minnesota cities between 1909 and 1920 55 

XXX. Relative municipal and educational efiFort, as expressed 
in tax rate in mills, of Winona and eight other compa- 
rable Minnesota cities, 1921-22 56 

XXXI. Total school tax levies in certain Minnesota towns and 

cities for the school year. 1921-22 59 



CONTENTS 



LIST OF CHARTS 



CHART 



PAGE 



1. School buildings of Winona arranged in order of rank for 
total scores allotted, and compared with the maximum possible 

total score ; Strayer-Engelhardt Score Card 7 

2. School buildings of Winona arranged in order of rank for 
total scores allotted on Items I and II, and compared with the 
maximum possible score 8 

3. School buildings of Winona arranged in order of rank for total 
scores allotted on Items III and IV, and compared with the 
maximum possible score g 

4. School buildings of Winona arranged in order of rank for total 
scores allotted on Item V, and compared with the maximum 
possible score 10 

5. Per cent of elementary school buildings falling in each 100- 
point group in Duluth, St. Paul, and Winona 12 

6. The ratio of window area to floor area in the different school 
buildings of Winona 17 

7. Trend of population in Winona from 1880 to 1920 as shown by 
the United States census reports and estimated trend from 1920 

to 1940 31 

8. Real wealth per child in average daily attendance in Winona 

and thirteen comparable cities 53 

9. Relative municipal and educational effort, as expressed in tax 
rate, in mills of Winona and eight other comparable Minnesota 
cities, 1921-22 -. z,y 

LIST OF FIGURES 

1. Distribution of junior high school pupils in Winona 38 

2. The present districting plan of Winona 43 

3. The proposed redistricting plan for Winona 44 



INTRODUCTION 

The significance of Professor Neale's report on the building 
survey for the city of Winona, which is published herewith, in- 
heres not merely in the fact that it lays out a statesman-like build- 
ing program for that city ; but it lies rather in the fact that a big 
educational problem is approached by scientific methods, and a 
thoroughgoing solution is proposed in the light of results which 
these methods reveal. In general, building problems in cities 
of every size have been approached more or less by the rule-of- 
thumb method, without a complete analysis of all the factors upon 
which a rational building program can be based. Such an analy- 
sis Professor Neale has undertaken in the case of Winona and 
with such success that the Board of Education has adopted a 
building program based on his proposed solution as given in this 
report. 

This study is also significant because of the suggestion which 
it carries for the solution of other educational problems confront- 
ing communities throughout the country. An adequate school 
plant is but one of the problems which boards of education are 
required to meet. Problems of curriculum, of administration, 
of instruction, and of teaching personnel are in general of more 
educational significance than are buildings, and lend themselves 
quite as easily to methods of scientific analysis and study. More 
and more will scientific methods be used to investigate such 
problems ; more and more will experts be enlisted for such special- 
ized study, and in ever increasing numbers public school ofificials 
are themselves securing adequate training for such work and or- 
ganizing within their school systems agencies by which these 
studies can be carried on. 

This report is significant in another sense because it repre- 
sents a cooperative endeavor between the school authorities of the 
city of Winona and the University of Minnesota. The request 
for this survey was made by the Board of Education of Winona 
to the College of Education of the University of Minnesota. In 
making the request, the Board of Education agreed to pay for the 
time of Professor Neale and such other persons as would be re- 
quired to carry the survey through and to meet all expenses inci- 
dent to the making of the survey. The Board of Regents of the 



INTRODUCTION vii 

University of Minnesota agreed, upon this request, to release Pro- 
fessor Neale from active service for such of his time as would be 
required to make the survey and to carry through the project, on 
the conditions of reimbursement offered by the Board of Educa- 
tion. Upon the completion of the survey, the comptroller of the 
University rendered the Board of Education of Winona a com- 
plete bill covering the time of all University employees who par- 
ticipated in the survey and covering all incidental expenses. The 
University undertakes to publish this report because of its gen- 
eral interest to the state and to the country as a whole. 

Through similar arrangements, surveys have been conducted 
in the past year by the College of Education, both in the city of 
Duluth, where a complete study of the building situation was 
made, and a forward-looking building program was recom- 
mended, and also in the city of Austin, where a thoroughgoing 
study was made covering the problems of instruction, results of 
instruction, courses of study, etc. The Duluth survey is being 
printed by the Board of Education of that city. The Austin 
survey is being printed through special arrangements with the 
University. 

It is believed that this arrangement between the University 
and local school communities is a particularly happy one because 
it makes available to such local communities the most expert 
service which the University can provide, a service which none 
of these school systems could provide directly for itself. At the 
same time, it brings the advanced students of the University into 
direct study of the problems of school administration, school 
supervision, and all problems related thereto. Both the Univer- 
sity and the local community thus contribute to the project and 
both receive a measurable return. 

M. E. Haggerty, 

Dean of the College of Education. 

University of Minnesota. 



AUTHOR'S INTRODUCTORY STATEMENT 

This survey was undertaken the spring of 1922 in response to 
an invitation from the Board of Education of the Winona PubHc 
Schools. Its purpose is to present the facts with respect to the 
present school building situation in Winona and to propose a 
school building program which will ultimately provide a first- 
class school plant for the city. 

In order to present the facts which the Board should 
consider, careful studies have been made of each of the pres- 
ent school buildings, of the distribution of pupils of each type 
in the different parts of the city, of the probable increase of popu- 
lation in the different school districts, and of the financial ability 
of Winona to support a school building program as compared 
with other similar cities. 

The building program recommended assumes a desire on the 
part of the citizens of Winona to provide for the children of that 
city school building accommodations which will be safe and 
healthful and which will make possible a thoroughly modern 
educational program. 

The program recommended is not expensive when it is con- 
sidered that practically no buildings for elementary or junior 
high school use have been constructed in Winona during the past 
thirty-five years. 

Acknowledgment is hereby made of the services of Mr. C. A. 
Ronning in the scoring of the school buildings ; of those of 
Mr. E. F. McKee who made tests of the lighting, and of the 
help of Messrs. R. J. Bradley, M. L. Gundlarh, and Ernest R. 
Hanson, senior and graduate students in the University of Min- 
nesota, who are responsible for much of the material in Chapter 
IV of this report. 

GENERAL SUMMARY OF RECOMMENDATIONS MADE 

The building program recommended in this report is, in brief, 
as follows : 

I. The present Junior High School should be replaced by a 
new building located near the present Senior High School. It is 



AUTHOR'S INTRODUCTORY STATEMENT ix 

recommended that a full block of land be purchased as a site for 
such a building. 

2. This Junior High School should provide for all pubHc 
School pupils in the city of Winona from Grades 7 to 9 inclusive. 

3. An auditorium and gymnasium building with accommoda- 
tions for approximately 1,500 pupils should be constructed to take 
care of the needs of the present Senior High School and pro- 
posed Junior High School. This building should be located be- 
tween the two buildings mentioned above and should be connected 
with them by passageways. 

4. The Madison School building should be replaced by a new 
elementary school building to accommodate a kindergarten and 
Grades i to 6, inclusive. 

5. The Central School should be replaced by an elementary 
school building to house pupils from the kindergarten to the sixth 
grade, inclusive. 

6. The Jefferson and Lincoln school buildings should be re- 
paired so as to make them conform, in so far as may be possible, 
to modern school building standards. Ground should be pur- 
chased at each of these buildings so that a full block of play- 
ground space may be available. 

7. The Sugar Loaf School should be abandoned and the 
pupils in that school transported to one of the other elementary 
schools in the city. 

8. The Jackson School should be abandoned and the pupils 
in that school district sent to either the new Central School or 
the Kosciusko. 

9. The Washington and Kosciusko school buildings should 
be replaced by a single building, located somewhere between the 
sites of the above named two school buildings. At least a full 
block of land, preferably two, should be ])urchase(t as a play- 
ground for this proposed building. 

10. It is recommended that the services of a competent school 
architect be secured to estimate as closely as possible the exact 
cost of this building program. 

11. The Survey Committee estimates that the complete cost 
of the buildings, equipment, and land recommended will be in 
the neighborh.ood of $1,150,000. 



X AUTHOR'S INTRODUCTORY STATEMENT 

12. If it is not desirable to undertake this entire program at 
once, it is recommended that it be undertaken in the following 
order : 

1. Construction of a junior high school building 

2. Construction of an auditorium and gymnasium building for junior 
and senior high school pupils 

3. Construction of buildings to replace the Central and Madison 

4. Purchase of additional playground space and repair of the Jef- 
ferson and Lincoln school buildings 

5. The replacement of the Washington and Kosciusko buildings 



CHAPTER 1 

THE SCHOOL BUILDING SITUATION IN WINONA 

The city of Winona houses her school children in eleven 
school buildings. Ten of these buildings were constructed before 
the beginning of the present century. One of the elementary 
school buildings now in use was constructed just at the close of 
the Civil War ; two were constructed during the seventies ; two, 
during the eighties; and four, between 1890 and 1895. The build- 
ing in which the Junior High School is now housed was con- 
.structed in 1887. The Senior High School was built between 
191 5 and 1917. Seven hundred eighty-seven school children are 
housed in buildings constructed before 1880, and eight hundred 
ten in buildings constructed between 1880 and 1890. Nearly two 
thirds of the school children enrolled in Winona are housed in 
school buildings built thirty-five years or more ago. These facts, 
which are shown in summary form in Table I, in themselves in- 
dicate with practical certainty the fact that Winona is faced with 
the necessity of a school building program of rather large pro- 
portions. 

TABLE I 

D.\TK OF Erection, Typk ok Construction, Number ok Classrooms in 

Use, Pupil Enrollment, .\nd Gr.ndes Accommohated in the 

School Buildings of Winona 



School 


Year of 
Erection 


Type 
of Con- 
struction 


No. of 

Classrooms 

in Use 


Enroll- 
ment 


Grades 


Central 

Madison 

Washington . . . 

Jackson 

Jefferson 

Junior High — 
Madison Annex 
Sugar Loaf. . . . 

Kosciusko 

Lincoln 

Senior High. ... 


1866 
1874 
1877 
1885 

1886-Q8 
1887 
1891 
1892 
'893 
1895 

1915-17 


D 
D 
D 
D 
D 
D 
D 
D 
D 
D 
B 


10 

II 

7 

4 
13 
ID 

4 

2 

10 

ID 

36 


288 

379 
225 
102 
352 
356 
105* 
42 
189 
224 
489 


Kg-7 
Kg-7 
Kg-7 
Kg-3 
Kg-7 

8-9 
Kg-4 

1-6 
Kg-7 
Kg-7 

I(>-I2t 



* Included in Madison totaL 

t Certain classes from the Junior High School are now accommodated in the 
Senior High School building- 



2 MERVIN G. NEALE AND SIGURD B. SEVERSON 

The development of modern school-housing standards has 
come about in a very large measure during the past tw^enty years 
and many of the cities of the United States have adopted the 
general policy of entirely remodeling and modernizing all school 
buildings that were built before the beginning of the present 
century. The development of modern standards of lighting, ven- 
tilation, and fire protection have rendered practically obsolete the 
provisions made in school buildings, thirty-five or forty years ago. 

SCORING THE SCHOOL BUILDINGS 

In order to get a more accurate measure of the efficiency of 
each of the school buildings in Winona, they were scored by 
three men who visited each building and made a careful study 
of each of the different parts. The scoring was done by means 
of the Strayer-Engelhardt Score Card for City School Buildings. 
This score card consists of 114 different points on which a school 
building may be analyzed and rated. A standard Valuation has 
been given to each of these 114 different points so that, after a 
scorer has rated each of them numerically, the total score would 
indicate the rating of the building. The final score of each build- 
ing was taken as the sum of the median scores of the three judges 
on each of the major items of the score card. It was considered 
advisable to have three judges score each building because in this 
way it is possible to eliminate any erratic scores which might 
come from the judgment of a single individual. 

Table II shows the method of getting the final score for each 
building from the judgments of the three scorers. This table 
shows the scores given by each of the three judges and the final 
score of the Junior High School building. It is believed that 
these ratings of the buildings in Winona constitute a reliable 
measure of the educational efficiency of the buildings. 

The Strayer-Engelhardt Score Card has been used in scoring- 
hundreds of school buildings so that it is possible to make com- 
parisons with other cities, on the basis of scores allotted. The 
points on which the buildings were scored and the maximum 
possible rating on each point of the score card are shown in Ap- 
pendix "A" of this report. 



SCHOOL BUILDING PROGRAM FOR WINONA 



TABLE II 
Scores Allotted to the Junior High School Building by Three Judges 



Scorer 


1 


2 


3 


Median 


Median 
Total 


Item I 


80 


67 


76 




75 


A 


48 


45 


45 


45 




B 


28 


20 


26 


26 




C 


4 


2 


5 


4 




Item II 


54 


63 


68 




61 


A 


10 


10 


ID 


10 




B 


24 


29 


36 


29 




C 


20 


24 


22 


22 




Item III 


119 


III 


94 




105 


A 


41 


41 


32 


41 




B 


16 


12 


15 


15 




C 


10 


12 


10 


10 




D 


6 


10 


7 


7 




E 


7 


4 


5 


5 




F 


16 


9 


7 


9 




G 


13 


23 


18 


18 




H 


10 













Item IV 


95 


86 


108 




99 


A 


6 


ID 


15 


ID 




B 


35 


28 


30 


30 




C ; 


23 


28 


32 


28 




D 


5 


3 


5 


5 




E 


26 


17 


26 


26 




Item V 


14 


29 


28 




27 


A 


II 


22 


22 


22 




B 


2 


4 


5 


4 




c 


I 


3 


I 


I 




Total 


362 


356 


374 




367 



Final score 367. 

EXPLANATION OF THE SCORES 

A building which attains a perfect score would be rated at 
1,000. The meaning of scores lower than 1,000 is described by 
the authors of the score card in the following words :^ 

A score of 500-1,000 indicates a highly satisfactory degree of con- 
struction and equipment. In fact, in only a few minor respects does such 
a building deviate from acceptable standards. A rating between 700 and 

* Strayer and Engelhardt, The Classroom Teacher, pp. 340-42. 



4 MERVIN G. NEALE AND SIGURD B. SEVERSON 

900 points is fairly satisfactory. It should be studied in the light of its 
component parts. Slight building alterations will tend to raise consider- 
ably the score of a building of this group. A score of 600 to 700 points 
has meant, as experience in surveys points out, that considerable alteration 
was needed before buildings could be brought to a satisfactory standard 
of efficiency. Buildings that have scored 500 to 600 points have proven 
to be highly unsatisfactory and yet not so far gone but that extensive 
repairs and replacements could make them reasonably habitable. When 
the scores of buildings have fallen below 500 points, it has been the uni- 
versal judgment of those who have applied the score card that speedy 
abandonment of the building for school purposes was the only justifiable 
course to be followed. In all instances where scores of 500 or less have 
resulted, it has seemed that expenditures for repairs would be highly ex- 
cessive. It has also seemed that there was little possibility, even with the 
expenditure of relatively large sums of money, to secure as a result of 
such repairs a building which was suitable for school purposes in the 
modern sense. 

THE BUILDING SCORES 

Table III shows the total scores and the relative rankings of 
each of the eleven school buildings in Winona. The Senior High 
School building heads the list with a score of 679 out of a pos- 
sible 1,000. The Junior High School is at the foot of the list 

TABLE III 

School Buildings of Winona Arrange]) in the Okdek ok 
Total Scores Allotted 



School Building 



Senior High . . . . 

Jefferson 

Lincoln 

Jackson 

Kosciusko 

Washington . . . . 

Madison 

Central 

Madison Annex . 

Sugar Loaf 

Junior High. . . . 





1 


Maximum 


Rank 


Total Score 


Possible 
Score 


I 


679 


1 ,000 


2 


543 


1,000 


3 


530 


1,000 


4 


513 


1,000 


5 


506 


1,000 


6 


504 


1,000 


7 


468 


1,000 


8 


455 


1,000 


9 


427 


1,000 


10 


420 


1,000 


II 


367 


1,000 



A school building that is rated at less than 500 points is considered 
unsuitcd for school use and should be abandoned. The Junior High, 
Sugar Loaf, Madison Annex, Central, and Madison buildings clearly fall 
in this group. The Washington and Kosciusko buildings are only 
slightly better. 



SCHOOL BUILDING PROGRAM FOR WINONA 5 

with 367 points out of a possible maximum of 1,000. Five build- 
ings, the Madison, Central, Madison Annex, Sugar Loaf, and 
Junior High School, score below 500 points and five school build- 
ings, the Washington, Kosciusko, Jackson, Lincoln, and Jeffer- 
son score between 500 and 600 points. 

Table IV gives the arrangement of the school buildings of 
Winona in the order of total scores allotted and shows the score 
on each of the sub-items that go to make up this total. By means- 
of this table it is possible to see whether the low score, allotted 
to a given building, was due to defects in site, general structure 
of building, service systems, classrooms, or special rooms. From 
the information in this table, it is clear that the Senior High 
School, Junior High School, Lincoln, Jefferson, Kosciusko, and 
Sugar Loaf buildings are extremely deficient in site. This defi- 
ciency is due to the fact that no playground space has been pro- 
vided in the case of each of these buildings. 



TABLE IV 

School Buildings of Winona Arranged According to the Total Score 
Allotted to Each Building 



Building 



Total 
Score 

of 
Build- 
ing 



Senior High 

Jefferson 

Lincoln 

Jackson 

Kosciusko 

Washington 

Madison 

Central 

Madison Annex.. 

Sugar Loaf 

Junior High 

Maximum pos- 
sible score. . . 



679 
543 
530 
513 
506 

504 
468 

455 
427 
420 
367 



Rank 




Sub-Iten- 


IS 


Basis 






Serv- 




of 




Build- 


ice 


Class- 


Total 


Site 


ing 


sys- 


rooms 


Score 






tems 




I 


80 


133 


192 


213 


2 


69 


95 


146 


176 


3 


74 


93 


138 


190 


4 


108 


82 


87 


186 


5 


67 


92 


125 


174 


6 


108 


86 


116 


159 


7 


98 


79 


103 


147 


8 


112 


81 


lOI 


132 


9 


88 


76 


99 


146 


10 


57 


78 


63 


169 


II 


75 


61 


105 


99 




125 


i6s 


280 


290 



Spe- 
cial 
rooms 

61 
57 
35 
50 
48 
35 
41 
29 
18 
53 
27 



140 



6 MERVIN G. NEALE AND SIGURD B. SEFERSON 

This same table shows also that there is no single one of the 
school buildings in Winona that scores as high as 50 per 
cent of the total possible score, allotted for special rooms. The 
Senior High School which scored highest, receives only 61 out 
of a possible 140. Stated in plain words, it may be said that, with 
the exception of the Senior High School, there has been practi- 
cally no provision made in the school buildings of Winona for 
'special rooms. This is not to be wondered at because special 
rooms were not generally provided in school buildings erected 
before 1900. The low score of the Senior High School on the 
item of special rooms was, in large measure, due to the fact that 
no provision has been made in this building for a gymnasium or 
an auditorium. The scores allotted to the different buildings on 
each of the sub-items of the score card are shown graphically in 
Charts i, 2-, 3, and 4. 

In order to get some basis for comparing the school building 
situation in Winona with that in other cities. Table V is inserted. 
It presents a comparison of the scores given to the elementary 
school buildings of Winona with those given to the elementary 
school buildings of Duluth and St. Paul. This table shows that 
whereas the cities of Duluth, and St. Paul have 66 and 35 per 
cent respectively of their elementary school buildings scoring 
above 600 points, there is no single elementary school building 
in Winona which scores above 600. Winona has no single ele- 
mentary school building which comes in even the "fairly satis- 
factory" class. In Winona, 44.4 per cent of the elementary school 
buildings come in the class usually recommended for abandon- 
ment and 55.6 per cent of them come in the class which is usu- 
ally considered as being in need of extensive alterations, repairs, 
or additions. The facts of Table V are shown graphically in 
Chart 5. 



SCHOOL BUILDING PROGRAM FOR WINONA 7 

CHART I 

SCHOOL BUILDINGS OF WINONA, ARRANGED IN ORDER OF RANK FOR 

TOTAL SCORES ALLOTED, AND COMPARED WITH THE 

MAXIMUM POSSIBLE TOTAL SCORE 

(Strayer-Engelhardt Score Card) 



Maximum .r^r^rs 

Possible 5cor€ ^^^^ 

Senior High School 6T9 




Junior Hi<^h 5ctx)ol Ibl 



A building scoring from goo to 1,000 is considered highly satisfactory. 
One scoring from 700 to 500 is fairly satisfactory. Buildings scoring from 
600 to 700 commonly need alteration or additions. Those scoring between 
500 and 600 are highly unsatisfactory and ordinarily can be made fit for 
school use only by complete overhauling and extensive additions. Build- 
ings that score below 500 have usually been found unfit for school use 
and are ordinarily recommended for abandonment. Winona has no school 
building falling in even the fairly satisfactory class. Five out of the 
eleven school buildings of Winona score below 500 points and two others 
score only slightly above. 



8 MERVIN G. NEALE AND SIGURD B. SEVERSON 

CHART 2 

SCHOOL BUILDINGS OF WINONA, ARRANGED IN ORDER OF RANK FOR 

TOTAL SCORES ALLOTTED ON ITEMS I AND II, AND COM 

PARED WITH THE MAXIMUM POSSIBLE SCORE 

(Strayer-Engelhardt Score Card) 



Item I - 5ite: 



Maximum 
Possible Score 
Central 
Washin$"t:on 
JacK5on 
Madi5on 
Madison Annex 
Senior High School 
Junior Hi$h School 
Lincoln 
Jefferson 
Kosciusko 
Sugbr Loaf 



Maximum 
Possible Score 





Item II -Building 



165 

Senior High School IS3 

Jefferson 

Lincoln 

P^sciusKo 

Washington 

JacKson 

Cenlral 

Madison 

Su^ar Loaf 

Madison Annex 

Junior High 5chool 61 




Of the eleven school buildings, six are extremely deficient in site and 
seven in building structure. 

For sub-items making up Items I and II, see Appendix A. 



SCHOOJ. BUILDING PROGRAM FOR WINONA 9 

CHART 3 

SCHOOL BUILDINGS OF WINONA, ARRANGED IN ORDER OF RANK FOR 
TOTAL SCORES ALLOTTED ON ITEMS III AND IV, AND COM 
PARED WITH THE MAXIMUM POSSIBLE SCORE 
FOR THOSE ITEMS 

(Strayer-Engelhardt Score Card) 



Item 
Maximum 
Possible 5core 



HI - 5nRvicL; 5y5tem5 



£601 






Senior High School 192 EJ 

Jefferson 

Lincoln 

Kosciusko \15K1IIZZZZI 

Wbsbin^ron 

Junior Hi^h School 

Madison 

CcnlTdl 

Madison Annex 

Jackson 

5u^r Loaf 

Item IV - Class Rooms 




Maximum 

Possible ^core £90 

Senior Hi^b 5cbool ID 

Lincoln 

JacKson 

Jefferson 

Kosciusl^o 

Su^ar Loaf 

Wa3bin5ron 

. Madi5on 

Madison Annex 

Central 

Junior iiigb 




Z3 



ZM 



With the exception of the Senior High School building, all of 
Winona's buildings rank extremely low on the item of classrooms. 
For sub-items making up Items TIT and IV. see Appendix A. 



MERVIN G. NEALE AND SIGURD B. SEVERSON 



CHART 4 

SCHOOL BUILDINGS OF WINONA, ARRANGED IN ORDER OF RANK~FOR 

TOTAL SCORES ALLOTTED ON ITEM V, AND COMPARED WITH 

THE MAXIMUM POSSIBLE SCORE FOR THOSE ITEMS 

(Strayer-Engelhardt Score Card) 

Item V - Special Rooms 

MaKimum 
Possible 3core 

Senior High 5cbool 61 

Jefferson 

Sugar Loaf 

Jackson 

Kosciusko 

Madison 

Lincoln 

Wasbington 

Cenfral 

Junior f1i5b Schools 

Madison Annex 161 




All school buildings in Winona are extremely deficient in the item 
of special rooms. 

For sub-items making up Item V, see Appendix A. 



SCHOOL BUILDING PROGRAM FOR WINONA ii 

TABLE V 

Comparison of the Distribution in Per Cents of Elementary School 

Buildings of Winona with Those of Duluth and St. Paul, 

on the Basis of Their Allotted Scores on the Strayer- 

Engelhardt Score Card 



Scores 



Per Cent of 
Buildings Falling in Each loo-Point Group 

Duluth \ St. Paul I Winona 



301- 400 9 

40.1- 500 6 

SOI- 600 ig 

601- 700 34 

701- 800 16 

801- 900 16 

901-1,000 

Total per cent 



4 





14 


44-4 


47 


55-6 


27 





6 











2 






The majority of the elementary school buildings in Winona score 
lower than those in either St. Paul or Duluth. 

It will be seen from the above table that 100 per cent of the Winona 
elementary school buildings score within the 400-600 range. 

ANALYSIS OF SCHOOL BUILDING WEAKNESSES 

The scoring of the school buildings by means of a standard 
score card indicates in a general way the condition of the school 
plant of Winona. The Junior High School, Sugar Loaf, Madison 
Annex, Central, and Madison buildings score below the point 
at which buildings are usually recommended for abandonment. 
The Washington, Kosciusko, and Jackson score only slightly 
above the point at which buildings are ordinarily recommended 
for displacement. The low scores made by these buildings to- 
gether with their age, may be considered sufficient justification 
for the abandonment of the first five named buildings and for 
the abandonment of the Washington, Kosciusko, and Jackson 
schools as soon as the replacement of these buildings can be pro- 
vided for in the building program adopted. The scores of the 
Lincoln and Jefferson buildings are not high and, in the opinion 
of the Survey Committee, mean that these buildings should not 
be utilised in the future without extensive additions and repairs. 



MERVIN G. NEALE AND SIGURD B. SEVERSON 



The Senior High School which scores almost 150 points above 
any of the other school buildings in the city would be made fairly 
satisfactory with the addition of a gymnasium, an auditorium, 
and a lunch room. 

CHART 5 

PER CENT OF ELEMENTARY SCHOOL BUILDINGS FALLING IN EACH 
Too-POINT GROUP IN DULUTH, ST. PAUL, AND WINONA 

PerCenl"of 

Qementery 5choob 

60 




301-400 401-500 501-600 601-700 TOl-OOO 501-900 901-1000 



Duluth 



5\Sbd 



Winona 



This chart shows that 44.4 per cent of the elementary school buildings 
in Winona fall in the class usUfLlly recommended for abandonment and 
that the remainder of the elementary school buildings belong in the type 
where extensive alterations and repairs have ordinarily been found neces- 
sary. 



In order to point out in a more definite and specific way some 
of the more striking weaknesses of the present school plant at 
Winona, it is believed desirable to supplement the scoring of the 
buildings with a discussion of the extent to which the school 
buildings of Winona fall short of the standards to which modern 
school buildings should conform. 



SCHOOL BUILDING PROGRAM FOR WINONA 



13 



ORIENTATION 
School building authorities recommend that buildings should 
be so constructed that the windows will face the following direc- 
tions, arranged in order of desirability : southeast, east, south- 
west, west, south, northeast, north, northwest. It was apparently 
a matter of chance in the construction of all the buildings in 
Winona, except the Senior High School, as to which direction the 
windows would face. If all the classrooms in Winona are con- 
sidered, 34.7 per cent face the three most desirable directions 
while 36.1 per cent face the three least desirable directions. 



PLAYGROUNDS 

Table VI shows that adequate provisions for playground 
space has been made in very few of the school grounds of 
Winona. A very conservative standard for playground area is 
100 square feet per pupil. Only the Washington, Madison, and 
Central schools come up to this minimum standard. The Na- 
tional Educational Association recommends 272 square feet per 
pupil as a reasonable size for school grounds. If this latter 
standard were adopted, there would be no single playground in 
Winona up to standard. 

TABLE VI 

Table Showing Playground Space per Child Enrolled in the Winona 
Public Schools, Sugar Loaf School Not Included 



.Schools 



Washington 

Central 

Jackson 

Madison and Madison 

Annex 

Lincoln 

Jefferson 

Kosciusko 

Senior High 

Junior High 



Area, 
Square Feet 

of Play- 
ground Space 



48,000 
48,150 
10,000 

30,828 

3-750 

5.000 









Enrollment 
1921-22 



288 



379 
224 

352 
igo 
489 
356 



Area, 

Square Feet 

per Child 

Enrolled 

2133 
167.2 
98. 

81.3 
16.7 
14.2 









14 



MERVIN G. NEALE AND SIGURD B. SEVERSON 



BLACKBOARDS 

Table VII shows the facts about the height of blackboards 
for classrooms in different grades in Winona. According to the 
very liberal standards set up in this table, it is apparent that black- 
boards for the lower grades have been built with practically no 
consideration for adapting them to the pupil groups which were to 
use them. The blackboards in the kindergarten and first and 
second grade rooms are above standard height for children in 
those grades in every elementary school building in the city. In 
Grade 3, 66.7 per cent are above the standard height, and in 
Grade 4, 50 per cent are above standard height. 

TABLE VII 

Height of Blackboards in the Kindergarten and First Four Grades 

IN Winona 



Medium height in inches . . 
Aver?ge height in inches.. 
Minimum height in inches. 
Maximum height in inches. 
Standard height in inches. 



Per cent below standard. 

Per" cent standard 

Per cent above standard., 



Kinder- 








garten 


Grade i 


Grade 2 


Grade 3 


29.8 


29-5 


29.8 


29.8 


30.6 


29 


29.6 


29.6 


28 


28 


28 


28 


36 


30 


22 


32 ' 


24-25 


25-26 


26-27 


27-28 




... 




33-3 


100 


100 


100 


1 (>^.7 



Grade 4 



30 

30.2 

28 

36 

28-29 



50 
SO. 



This table shows that the blackboards for the kindergarten and Grades 
I and 2 are above the standard height for children in those grades in all 
cases. In Grade 3, 66.7 per cent of the bkckboards are above the standard 
height, and in Grade 4, just half are too high. 



NATURAL LIGHTING 

If the scores given to the natural lighting in all the classrooms 
in Winona are considered, they average about 60 per cent of 
what the scores should be if the amount of light provided in all 
the classrooms were up to standard. 



SCHOOL BUILDING PROGRAM FOR WINONA 



In a standard classroom, the window space should be at least 
20 per cent of the floor space. Table VIII shows that 83.5 per 
cent of all the classrooms in Winona are below this minimum 
standard. In 17.39 per cent of the classrooms the percentage is 
between 5 and 9. in 23.48 per cent it is between 10 and 14, and in 
42.6 per cent, between 15 and 19. The relation of window area 
to floor area is shown graphically in Chart 6. A standard class- 
room should be lighted from one side, preferably the left, in order 
to avoid cross-lights which are a source of eye strain. Table IX 
shows that only 26.1 per cent of the classrooms of Winona meet 
this standard. In slightly over 6 per cent of the classrooms. 
pupils face one or more windows while they study. 

TABLE VIII 

Phk Cknt of Classrooms in Each of the School Buildings of Wino.v \ 

That Have Less Than the Standard Ratio of Window Space 

TO Floor Space, the Per Cent That Have Standard 

Ratio, and the Per Cent That Have Above 

Standard Ratio 





Per Cent of 


Per Cent of 


Per Cent of 




Classrooms 


Classrooms 


Classrooms 




Having Less 


Having 


Ahove 


Buildings 


Than the 


Standard 


Standard 




Standard 


Ratio 


Ratio 




Ratio 






Madison Annex 


25 


'=^0 


25 


Jefferson 


100 






Junior High 


70 


10 


20 


Senior High 


7^-5 


20.6 


5-Q 


Sugar Loaf 


100 






Lincohi 


100 
100 






Jackson 




Kosciusko 


70 


20 


10 


Central 


100 






Madison 


100 

85.7 


143 




Washington 








Total 


83.5 


■ 1 

11-3 : 


5-2 



In a standard classroom the window^ space should be 20 per cent of 
the floor space. In Winona 83.5 per cent of the classrooms are below this 
standard, 11.3 per cent reach the standard, and 5.2 per cent exceed it. 
In the Mrdison, Central, Jack; on, Lincoln, Sugar Loaf, and Jefferson 
school buildings, there is no single classroom that has the standard amount 
of light. 

For a graphical representation of these facts, see Chart 6. 



i6 



MERI/fN G. NEALE AND SIGURD B. SEVERSON 



TABLE IX 
Orientation of Rooms in the Winona School Buildings* 



Lighted From 



Left 

Left and rear , 

Left, rear, and right 

Left and right 

Right 

Right and rear 

Front 

Front and right 

Front and left 

Rear 

Rear, front, left, and right. 
Front, left, and right 

Total 



No. of Rooms 


Per Cent of Rooms 


30 


26.1 


S6 


48.7 


2 


17 


o 





4 


3.4 


II 


9.6 


I 


.9 


3 


2.6 


3 


2.6 


3 


2.6 . 


1 


•9 


I 


•9 


IIS 


100 



*From information furnished by the principals of the different schools in Winona, 
Minnesota. 

Only 26.1 per cent of the classrooms in Winona are lighted from 
windows to the left of the pupils, which is the proper method ; 3.4 per 
cent are lighted from the right ; 2.6 per cent from the rear ; 48.7 per cent 
from the left ?nd rear; 9.6 per cent from the right and rear; 6.1 per cent 
from the front, front and right or front and left ; and 3.5 per cent are 
lighted from three or four sides. 

In order to study further the natural lighting in Winona 
school buildings, tests were made in five school buildings with 
a photometer or foot candle meter. The unit of measure for 
the intensity of light is the foot candle. An intensity of one foot 
candle would mean the intensity of one standard candle on an 
area of one square foot at a distance of one foot. For class- 
. rooms, study rooms, laboratories, and blackboards a standard of 
at least four foot candles would be an absolute minimum for 
natural lighting. Another standard that should be maintained 
is that the variation of illumination from one source should not 
be greater than 4 to i. It is desirable also that the lighting 
should come from one side, preferably the left, in order to avoid 
cross-lights which are a source of eye strain. 



SCHOOL BUILDING PROGRAM FOR WINONA 



17 



CHART 6 



THE RATIO OF WINDOW AREA TO FLOOR AREA IN THE DIKKKRENT 
SCHOOL BUILDINGS OF WINONA 



Madi5on Annex 

Jefferson 

Junior Hi^b School 

vSenior Hi^b ^bool 

3ugbr Loaf 

Lincoln 

JacKson 

K05ClU5k0 

Ccnrral 
Madison 
Washington 
All Scboob 



Delow Standard 





Standard 



Above Standard 



According to accepted standards, the window area in a classroom should 
be 20 per cent of the floor area. In the above chart the black portion to 
the left represents the per cent of classrooms in which the window area 
is less than 20 per cent of the floor area; the middle portion represents 
the number of rooms which are at standard; and the portion to the right, 
the per cent of rooms which are above the standard. 

Six of the eleven school buildings in Winona have inadequate lighting 
in every classroom. 



i8 MERVIN G. NEALE AND SIGURD B. SEVERSON 

For the purpose of this survey a stvidy was made of Hghting 
in the classrooms of the Madison, Madison Annex, Jefferson, 
Junior High, and Senior High schools. The day was semi-cloudy 
with alternate clouds and sunshine. The study in the first two 
schools" mentioned was made during midday ; in the Junior High 
School between the hours of 9 and 1 1 ; and in the Senior High 
School during the last hour of the school day. 

In the Madison School the light comes from two sides. The 
cloakrooms are practically devoid of illumination. The percent- 
age which the glass area was of the floor area was less than half 
the standard required for normal lighting, running on the average 
a little less than 10 per cent for the entire building. On even 
the brightest day it would be impossible for these rooms to pro- 
vide distribution that would furnish standard daylight illumina- 
tion on the desks. The distribution of light in rooms of this 
building was about 10 to i, that is, some parts of the room were 
ten times as well lighted as other parts. The most poorly lighted 
parts of the classrooms in the Madison building averaged about 
60 per cent of the minimum standard illumination and the poor- 
est lighting, found in any one room, was less than 40 per cent of 
the standard. 

The natural lighting in the Jefferson elementary school and 
Junior High School was somewhat better but was far below the 
standard, the average distribution being about 8 to i in the Jef- 
ferson School and about 10 to i in the Junior High School. In 
neither of these buildings was the illumination up to standard, 
many cases being found where the illumination on desk tops was 
only 50 per cent of the standard. 

The Madison Annex was not far below the standard in the 
amount of illumination but since the windows were on two sides 
of the rooms, there were strong cross-lights in every classroom. 

Natural lighting in the Senior High School is well arranged 
and for the most part adequate. Excellent distribution was found 
in all the rooms except those facing the court. The mechanical 
drawing room used by Junior High School classes was deficient 
in lighting for those tables most distant from windows. In the 
emergency sewing room the natural light was only 20 per cent of 
the standard. In the special room, designed for that purpose, it 
was about 70 per cent. 



SCHOOL BUILDING PROGRAM FOR WINONA 19 

The measurement of natural lighting in the Madison School 
building may be taken as typical of the Washington and Central 
buildings where the percentage which the window area is of the 
floor area runs about the same. In the Washington conditions 
are worse than in the Madison — except in the kindergarten 
room — and the Central is only slightly better than the Madison. 
The lighting in the Jefferson and the Junior High School repre- 
sents about the conditions found in the Sugar Loaf, Lincoln, 
and Kosciusko. The lack of a sufficient amount of light and the 
improper orientation of the classrooms constitute a real menace 
to the eyesight of the school children of Winona. 

ARTIFICIAL LIGHTING 

The fact that the classrooms of Winona are deficient in 
natural lighting makes it necessary to provide artificial light in 
practically all the classrooms of the city. Some provision has 
been made in each of the buildings but, in general, it is very in- 
adequate. On the basis of scores allotted, the artificial lighting 
is on the average only 35 per cent of standard efficiency. In the 
Madison building, no uniformity of methods is followed with 
respect to artificial lighting and the variation in distribution of 
rooms that were provided with artificial light was found to be 
very great. Only one room in this building had a distribution 
approaching the standard. This was Room 7 which was provided 
with two semidirect units with a total of 300 watts. The artificial 
lighting provided for the domestic science room was wholly in- 
adequate. The manual training room and the toilets were without 
artificial lighting of any kind. In the Junior High School pro- 
vision has been made for some sort of artificial illumination in all 
the rooms l)ut no general policy seems to be followed as to type 
of units or as to method of illuminating. In no room was the 
lighting adequate. As long as these rooms are to be used for 
school purposes, an adequate system of artificial lighting is neces- 
sary. Semidirect units with a maximum of 400 watts for the 
smaller classrooms and 800 watts for the larger classrooms ought 
to be provided. 

The poorest artificial lighting found in the Madison, Jeffer- 
son, and Junior High school buildings ran from o to i foot 
candle. The general conclusions which might be drawn from 



20 MERVIN G. NEALE AND SIGURD B. SEVERSON 

this photometric study is that the natural lighting in the older 
school buildings of Winona is highly inadequate and that the 
system of artificial lighting provided does not adequately supple- 
ment it. 

HEATING AND VENTILATION 

The most commonly accepted heating and ventilating system 
for school buildings is the direct-mechanical, that is, direct radi- 
ators located in each room and a mechanically furnished air sup- 
ply. Thermostatic control should be provided in all buildings to 
keep the temperature in any room at the proper degree. Each 
heating and ventilating system should also be equipped with effi- 
cient mechanical devices for keeping the air clean and supplied 
with the proper amount of moisture. The air should be taken in 
from above the roof or from a height of at least fifteen feet from 
the ground level. 

As a whole, the heating systems used in the Winona school 
buildings are fairly satisfactory. Nine out of the eleven build- 
ings have steam boilers, while two have hot air furnaces. Nearly 
all schools were reported by the principals as being satisfactorily 
heated, althovigh it was noticed by the judges that the heat was 
not evenly distributed in all rooms, some rooms being entirely too 
warm as compared with standard temperature. This latter con- 
dition is due to the fact that thermostatic control is not provided 
in more than about half the buildings. 

The ventilation in the Winona schools is less satisfactory than 
the heating. All except two buildings, namely, the Jackson and 
Sugar Loaf, are equipped with a fan for supplying the fresh air 
to the classrooms, but few of the buildings have a mechanical 
exhaust for foul air. In all except three schools, the air intake 
is at the ground level. In general, it may be said that the ventilat- 
ing systems are below standard. 

FIRE PROTECTION 

Winona buildings are very poorly protected against fire. Tht- 
median score on fire protection in all schools is only 22 per cent 
of the standard score. The only building which may be consid- 
ered fireproof is the Senior High School. All the other buildings 
are fire traps, with wooden floors and stairways and inadequate 



SCHOOL BUILDING PROGRAM FOR WINONA 21 

facilities for fighting fire. In one building only one fire extin- 
guisher was provided and it had never been tmcrated. The 
tower fire escapes, consisting of metal covered wooden stair- 
ways with wooden platforms leading to them, are almost worth- 
less and can not be relied upon in case of fire. 

It is impossible to make any one of the elementary school 
buildings in Winona perfectly safe from fire. However, those ele- 
mentary buildings which are not to be immediately abandoned 
should be adequately equipped with fire extinguishers, fire hose, 
fire alarm systems, fire doors, fire partitions, and as far as ])os- 
sible, fireproof stairways. 

TOILETS 

The toilet facilities in the Winona schools are on the whole 
very unsatisfactory. The toilets are poorly distributed, tmsani- 
tary, and in many instances, inadequate. Such toilets as those 
found in the Jackson Building — inadequate, extremely unsani- 
tary, with wooden seats, no seclusion, and located outside the 
building— should not be tolerated. 

CLOAKROOMS 

Cloakrooms should be under teacher control, easily accessible 
to the children, should provide ample space for winter wraps, and 
be so located as to make i)ossible ventilation away from the class- 
room. They should be sufficiently large and so arranged as to 
avoid confusion. The hangers should be so placed as to be easily 
within the reach of pupils accommodated, and located so as to 
]irovide for free passage of air behind the wraps. 

Cloakrooms in the Winona school buildings are in general 
below these standards. They seem to be located wherever there 
is a vacant space that might be used for the purpose. Few are 
directly under teacher control. Many of them are located in the 
corridors and some are located in the basement. 

Since lockers are substituted for cloakrooms in the Senior 
High School, the facilities for taking care of wraps are satis- 
factory. However, these lockers should not have been located 
in the corridors as they now are but in separate rooms on each 
floor and in close connection with the study rooms and general 
toilets. 



22 MERVIN G. NEALE AND SIGURD B. SEVERSON 

SPECIAL ROOMS 

It has been previously pointed out that the school plant of 
Winona is almost entirely lacking in special rooms. It is highly 
desirable that even a modern elementary school building be pro- 
vided with special rooms which will make possible the type of 
administration, instruction, and care of health, which a school 
building should provide. It is recommended that each of the 
elementary school buildings constructed, in carrying out the 
building program outlined in this survey, contain as a minimum 
a combination auditorium and gymnasium, which will serve as a 
place for community gatherings ; a principal's office with an adja- 
cent book and store room ; a combination teachers' rest and lunch 
room; a lunch room for pupils; a nurse's room; a janitor's work- 
room and storeroom ; and a bicycle room. The Junior High 
School should be provided with a large number of special rooms 
adapted to the administration and instructional work of a modern 
junior high school. In the present school plant of Winona, the 
offices for school officials are usually small and inadequate. There 
are no specially designed nurse's rooms, lunch rooms, teachers' 
rooms, janitor's rooms, playrooms, or studios. There are no 
library rooms in any of the elementary school buildings. It is 
recommended that no rooms be provided in the proposed new 
elementary schools for manual training, domestic science, or in- 
dustrial work. It is believed that these subjects should be ofifered 
for the first time in the seventh, eighth, and ninth grades; all 
pupils receiving instruction in these subjects would therefore be 
attending the central Junior High School. Making provision for 
the teaching of these subjects in a single central junior high 
school would be economical in that it would prevent duplication 
of unnecessary special rooms and special equipment. It would 
also make it possible to utilize the time of the manual training 
and domestic science teachers more fully. 

DRINKING AND WASHING FACILITIES 

The drinking and washing facilities in the Winona school 
buildings, though for the most part adequate, so far as numbers 
go, are in many instances unsanitary and inconvenient. In sev- 
eral of the schools, bubblers attached to the faucets on the wash- 
bowls serve as drinking fountains. These are undesirable both 



SCHOOL BUILDING PROGRAM FOR WINONA 23 

from the standpoint of convenience and of sanitation. The drink- 
ing fountains are not of the latest type, since pupils can touch 
their mouths directly to the metal tops of the bubblers. The 
best type of fountain is one so designed that children are not able 
to touch with their mouths the part from which the water comes. 
One washbowl should be provided for every fifty children. They 
should be located in toilet rooms, teachers' rooms, janitors' rooms, 
laboratories, and bathrooms, and should be provided with both 
hot and cold water. 

BATHING FACILITIES 

There are no bathing facilities whatever in any school build- 
ing in Winona. Shower baths are considered desirable in all 
types of school buildings. They should be provided separately 
for boys and girls and located so as to be easily accessible from 
gymnasium and playgrounds. Individual shower stalls and ad- 
joining dressing rooms should be provided and each medical in- 
spection room should have an adjacent tub bath. 

CONCLUSIONS 

1. In this chapter it has been pointed oiit that the city of 
Winona has been inactive for many years in the construction of 
elementary school buildings and that her school building plant 
is now very inadequate from the point of view of modern health 
standards and modern educational needs. 

2. With the exception of the Madison, Washington, and 
Central schools, the playground space is extremely inadequate. 
In view of the increasing emphasis now being given to physical 
training and supervised play, it would be highly desirable to pur- 
chase playground space around each of the school buildings, 
which would provide at least 100 square feet per pupil. Two or 
three times that much would be better. 

3. With no exceptions, the elementary school buildings of 
Winona have an insufficient amount of window space to provide 
for natural lighting. The system of artificial lighting provided is 
inadequate. Indeed, it would hardly be possible to install any 
system of artificial lighting which would remedy the defects in 
the natural lighting of the Winona elementary school buildings. 



24 MERVIN G. NEALE AND SIGURD B. SEVERSOK 

4. With the exception of the Senior High School, every school 
building in Winona is a fire risk to such an extent that the lives 
of pupils in these school buildings are in danger every minute they 
occupy the buildings. It is believed that no city should run the 
risk involved in housing pupils in buildings of such a dangerous 
type. 

5. Very little provision has been made in any of the school 
buildings of Winona for special rooms. The buildings w^ere con- 
structed before the standards for special rooms in school build- 
ings were devised. 

6. It is recommended that the Madison, Central, Madison 
Annex, Sugar Loaf, and Junior High school buildings be aban- 
doned, as soon as new buildings can be constructed to provide for 
the children which these buildings now accommodate. 

7. The Washington and Kosciusko buildings score just above 
the point at which school buildings are recommended for aban- 
donment. The Jackson, Lincoln, and Jefferson buildings would 
need thorough overhauling and modernizing in order to be 
adapted to modern educational uses. The Senior High School 
building scores low, largely because of the fact that it has neither 
a gymnasium nor an auditorium. 



CHAPTER II 

THE NUiMBER OF PUPILS IN WINONA FOR WHOM 
SCHOOL FACILITIES SHOULD BE PROVIDED 

It is the purpose of this chapter to indicate briefly the present 
distribution of school pupils in the different elementary schools 
of Winona, to estimate the probable number of pupils to be pro- 
vided for in the future, and to recommend a districting of the 
city which would prove most economical and most desirable edu- 
cationally. 

Winona was a rapidly growing city from 1870 to 1890. Dur- 
ing the period between 1880 and 1890, the population of Winona 
increased 78.4 per cent, an increase more than 10 per cent greater 
than that of the entire state. From 1890 to 1900, the population 
of Winona increased 8.3 per cent. During the next ten-year 
period there was a decrease of 5.7 per cent, but from 1910 to 
1920 there was a 3 per cent increase in total population of the 
city. These per cents are shown in Table X. 



TABLE X 

CoMP.\RisoN OF Trend of Popul.\tion Growth ix Minnesota and 
Winona over a Period of Years 



1920 
1920 
1910 
1910 
1900 
1900 
1890 
1890 
1880 
1880 



I Increase over 
Population Previous Census j Per Cent 
Number* 



Minnesota 

Winona . 

Minnesota 

Winona 

Minnesota 

Winona . 

Minnesota 

Winona 

Minnesota 

Winona . 



2,387,125 


311,417 


15- 


19,143 


560 


3- 


2,075.708 


324.314 


18.51 


18,583 


—1,131 


—5-7 


1,751,394 


441,111 


33-7 


19,714 


1,506 


8.3 


1. 3 1 0.283 


529.510 


67.8 


18,208 


8,000 


78.4 


780,773 


341,067 


77.6 


10,208 


3,016 


41.9 



* Decrease is indicated by a minus sign. 

This' table shows that Winona grew rapidly from 1870 to 1890 and 
that after a slight decrease during the period between 1900 and 1910 the 
population again started to increase during the period between iqio and 
1920. 



26 



MERVIN G. NEALE AND SIGURD B. SEVERSON 



Table XI shows that the population has not increased uni- 
formly in all parts of the city, during the ten years between 1910 
and 1920. During this period, Wards I and II increased in popu- 
lation 9.2 and 7.9 per cent, respectively, Ward III had an in- 
crease of 2 per cent, while Ward IV showed a decline in popula- 
tion of 5.4 per cent. 

TABLE XI 
Trend of Population in Winona by Wards from 19x0 to 1920* 











Per Cent 


Ward 


Population 


Population 


Increasef 


Increase 




1910 


1920 


1910-20 


1910-20 


I 


5,604 


6,121 


517 


9.2 


II 


3,549 


3,828 


279 


7.9 


III 


3,704 


2>^777 


72, 


2 


IV 


5,726 


5,417 


—309 


—5-4 


Total 


18,583 


19,143 


560 


3 



* From the United States census returns, 
t Decrease indicated by minus sign. 

Wards I and IL have increased in population 9.2 and 7.9 per cent 
respectively, during the decade betvi^een 1910 and 1920. Ward III has 
slightly more than held its own, and Ward IV has decreased in popula- 
tion 5.4 per cent. The gain in population for the entire city during the 
period was 3 per cent. 



The total column at the right of Table XII shows that there 
has not been any great increase in the school enrollment during 
the ten years from 1912-13 up to 1921-22. The minimum total 
enrollment for the period was 2,466 for the school year 1912-13 
and the maximum was 2,621 for the school year 1919-20. The 
average total enrollment for the ten school years mentioned was 
2,557. In general then, it might be said that Winona is a city 
that seems to be settling down to a slow but steady growth after 
a period of decrease in the population, and that the school en- 
rollment figures for the past ten years indicate a relatively con- 
stant school population which shows only a slight tendency to 
increase when the total enrollment figures for each year are con- 
sidered. 






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28 



MERVIN G. NEALE AND SIGURD B. SEVERSON 



In order to get a better basis for estimating the school popula- 
tion to be provided for in each of the school districts, a study 
was made of the distribution of students now attending school 
in Winona by wards and precincts as well as'by school districts. 
In order to make this distribution fit in with the types of educa- 
tional organization recommended, the pupils were arranged in 
three groups, the first group comprising the elementary school 
pupils, those from the kindergarten through Grade 6; the second 
group, the junior high school pupils, including those from Grades 
7 to 9 inclusive ; and the third group, the senior high school 
pupils, or Grades lo to I2 inclusive. Table XIJI is interesting in 



TABLE XIII 

Number of Elementary, Junior High School, and Senior High School 

Pupils Attending School in Winona in April, 1922, by Wards 

AND BY Precincts* 



Ward I 

Precinct i . 
Precinct 2. 
Precinct 3. 
Precinct 4. 



Ward II.... 
Precinct i . 
Precinct 2. 
Precinct 3. 



Ward III... 
Precinct i . 
Precinct 2. 
Precinct 3 . 



Ward IV... 
Precinct i . 
Precinct 2. 
Precinct 3 . 
Precinct 4. 



Ward totals. 



Elementary 


Junior 


School 


High 


Enrollment 


Enrollment 


679 


233 


181 


7(> 


158 


47 


152 


58 


188 


52 


218 


86 


117 


46 


26 


18 


75 


22 


293 


105 


99 


50 


106 


30 


88 


25 


361 


60 


88 


20 


109 


30 


59 


7 


105 


3 


1,551 


484 



Senior 

High 

Enrollment 



167 
40 

39 
42 
46 

131 
55 
31 
45 

91 
32 

23 

45 
16 

17 

5 
7 



• 434 



Total 



1,079 

297 
244 
252 
286 

435 
218 

75 
142 



181 

172 
136 

466 
124 
156 
71 
115 



2,469 



* From count of spot maps furnished by the principals of each of the schools in 

Winona. 



SCHOOL HL'/LPING PROGRAM FOR WINONA 



29 



that it shows that Ward I furnishes over 43 per cent of the total 
public school enrollment of the city. Wards II and III furnish 
about 38 per cent and Ward IV, about 19 per cent of the total 
school population. 

'ral)le XIV shows the number of pupils by school divisions in 
eacli of the elementary school districts of Winona. The total 
number of pupils shown in this table does not agree exactly with 
the totals in Table XII for the reason that it was made from spot 
maps furnished by the principals of the individual schools. On 
these maps, the principals indicated the exact location of each 
pupil now attending school in the city of Winona. This fact, 
however, does not interfere with the purpose for which Table 
XIV is used. 

TABLE XIV 

Number of Elementary, Junior High School, and Senior High School 

Pupils Attending School in Winona, in April, 1922, by Present 

School Districts* 



Districts 



Jefferson . . 
Madison . . 
Lincoln . . . 
Central . . . . 
Washington 
Jackson . . . 
Kosciusko . 
Sugar Loaf. 

Total .... 



Elementary 

School 
Enrollment 



279 
322 
208 
215 
139 
155 
197 

2,6 



1,551 



Junior 

High 

Enrollment 



104 
104 

57 
99 
41 
52 
27 



484 



Senior 




High 


Total 


Enrollment 




49 


432 


118 


544 


39 


304 


126 


440 


40 


220 


41 


248 


18 


242 


3 


39 


434 


2,469 



* From a spot map count of the location of pupils furnished by the school 
principals. 



ESTIMATE OF POPULATION INCREASE 

In order to estimate the probable number of pupils to be 
provided for in any school building program now undertaken, 
it was believed necessary to estimate the population up to the 
year 1940. This period of time is not too long because it is well 
within the Hfe'of any new building constructed at this time and is 



30 



MERVIN G. NEALE AND SIGURD B. SEVERSON 



within the hfe of permanent improvements which might be rec- 
ommended for making any of the present school buildings of 
Winona meet, in so far as possible, modern school building stand- 
ards. The estimate of the city population made for 1940 is be- 
lieved to be a very conservative one. It assumes that Winona will 
continue to grow slowly very much as it has during the past ten 
years. The population figures for 1930 and 1940 were determined 
by continuing the general population trend in each of the wards 
of the city, except in Ward IV where it is not believed that there 
will be much further decrease in population. 

TABLE XV 

Population of Winona, by Wards as Shown by Census Returns in 
1910 and 1920 WITH Estimates of Population in 1930 and 1940 



Wards 


1910 


1920 


1930 


1940 


I 

II 

III 

IV 


5,604 
3,549 
3,704 
5,726 


6,121 
3,828 
3,777 
5,417 


6,683 
4,130 

3,853 
5,200 


7,294 
4,456 
3,930 
5,200 


Total 


18,583 


19,143 


19,866 


20,880 



This estimate of the population trend in Winona assumes that each 
of the wards will continue the trend shown during the ten years between 
1910 and 1920, except in Ward IV where it is estimated that there will be 
very little further decrease in population. 



Table XV shows the United States census population figures 
for each of the four wards in 1910 and 1920 and the estimates 
of the population in these wards for 1930 and 1940. It is esti- 
mated that the total population of the city will be 20,880 by 1940. 
The trend of population for the entire city as shown by the United 
States census figures, and the estimated trend from 1920 to 1940 
are represented graphically in Chart 7. 



SCHOOL BUILDING PROGRAM FOR WINONA 



CHART 7 

TREND OF POPULATION IN WINONA FROM 1880 TO 1920 AS SHOWN BY 

THE UNITED STATES CENSUS REPORTS. AND ESTIMATED TREND 

FROM 1920 TO 1940 



E5.000 



20,000 - 



15,000 - 



10,000 



5,000 




1050 1690 1900 



1920 1930 1940 



This chart shows that, after the rapid period of .growth from 1870 
to 1890 and the slight decrease from 1900 to 1910, Winona has probably 
settled down to a slow and steady growth. It is estimated that by 1940 
the population will be almost 21,000. 



32 



MERVIN G. NEALE AND SIGURD B. SEVERSON 



NUMBER OF PUPILS TO BE PROVIDED FOR BY 1940 

It was next considered desirable to estimate the total number 
of public school pupils to be provided for out of this popula- 
tion of 20,880. This was done by estimating the per cent which 
the school population would be of the total population at that 
time. In 1910 the school population of Winona was 13.2 per 
cent of the total population. By 1920 this figure had increased 
to 13.7 per cent. It was estimated that by 1940 the school popula- 
tion would be approximately 15 per cent of the total population. 
On this basis, out of the total population of 20,880, there would 
be 3,132 public school pupils for whom building facilities should 
be provided. In order to tell the kind of building facilities that 
ought to be provided for these 3,132 pupils, it is necessary to make 
some estimate of the number of pupils who will attend the ele- 
mentary school, the number who will have to be cared for in 
the Junior High School, and the number who will attend Senior 
High School. 

As a basis for making this division. Tables XVI and XVII 
are inserted. The first of these tables shows the number of pupils 
in the kindergarten and in Grades i to 6, in Grades 7 to 9, and in 
Grades 10 to 12, by years from 1912 to 1922; and the second one 
shows the per cent of the total school enrollment found in each 
of the school divisions. 



TABLE XVI 
Enrollment by School Divisions in Winona fsom 1912 to 1922 



Year 



1912-13 
1913-14 
1914-15 
191S-16 
1916-17 
1917-18 
1918-19 
1919-20 
1920-21 
1921-22 



Kinder- 


Grades 


Grades 


Grades 


garten 


1-6 


7-9 


10-12 


189 


1,432 


S34 


311 


230 


1,441 


'546 


325 


205 


1,419 


542 


309 


240 


1,393 


563 


370 


206 


1,395 


558 


354 


233 


1,410 


576 


359 


262 


1,392 


573 


368 1 


273 


1,389 


561 


398 


258 


. 1,388 


553 


4.15 1 


203 


1,349 


556 


489 



Total 



2,466 
2,542 
2,475 
2,566 

2,513 
2,578 
2,595 
2,621 
2,614 
2,597 



SCHOOL BUILDING PROGRAM FOR WINONA 



i^ 



TABLE XVII 

Per Cent Distribution of Enrollment by School Divisions in Winona 
FROM 1912 to 1922 



Year 


Kinder- 
garten 


Grades 
1-6 


Grades 
7-9 


Grades 
10-12 

12.6 

12.8 

12.5 

14.4 

14.1 

14 

14.2 

15-2 

16 
18.9 


Total 


1012-1^ 


7-7 

9 

8.3 

9-3 

8.2 

9 

10 

10.4 
9-9 
7.8 


58 

56.7 

57-3 

54-3 

55-5 

54-7 

53-7 

S3 

53 

519 


21.7 

21.5 

21.9 

22 

22.2 

22.3 

22.1 

2X.4 
21. 1 
21.4 


100 


iQi^-14 


100 


1914-15 

1915-16 

1916-17 

1917-18 


100 
100 
100 
;oo 


1918-19 

1010-20 


100 
100 


1920-21 


100 


1921-22 


100 



One of the most striking facts revealed in Table XVII is the 
large and increasing percentage of the school population which is 
enrolled in the senior high school grades. Ten per cent is con- 
sidered a high proportion to have enrolled in Grades 10, 11, and 
12. In Winona the percentage was 18.9 for the year 1921-22. 
Another striking fact is that there has been no increase in the 
percentage of pupils enrolled in the junior high school grades. 
This is undoubtedly due to the fact that no provision has been 
made in the junior high school for the seventh grade and to the 
further fact that the eighth and ninth grade pupils have been 
housed in a building which is in practically every way inadequate 
for the needs of a modern junior high school. There has been 
some decrease in the percentage of pupils enrolled in Grades i to 
6 due largely to an increased percentage of pupils enrolling in 
the senior high school years. 

After a careful study of Tables XVI and XVII, it is estimated 
that by 1940, 58 per cent of the total school enrollment will be 
found in the kindergarten and elementary school grades — that 
is, from the kindergarten through Grade 6 ; that 24 per cent will 
be enrolled in the junior high school — that is, Grades 7 to 9 ; and 
that 18 per cent of the total school enrollment will be in Grades 
10, II, and 12. On the basis of these percentages, it is estimated 
that the 3.132 pupils who may attend the public schools of Winona 



34 MERVIN G. NEALE AND SIGURD B. SEVERSON 

by 1940 will be divided among the three school divisions as fol- 
lows : kindergarten and elementary schools, 1,816; junior high 
school, 752 ; senior high school, 564. It is also estimated that 
provision will need to be made for at least 50 additional high 
school pupils who may attend from outside the Winona school 
district. 

SUGGESTED REDISTRICTING 

Before estimating the number of elementary school pupils to 
be provided for in each school district, it is desirable to make 
certain recommendations with respect to the rearrangement of 
the elementary school districts. It is recommended that the 
Washington and Kosciusko school districts be combined as soon 
as these buildings are replaced. It is recommended that the 
boundary line of this single district be Laird Street on the west. 
It is recommended further that the Central School district be 
enlarged by including in it the portion of the Jackson School dis- 
trict west of Laird Street. It is recommended also that the 
Sugar Loaf School building be abandoned and that the pupils 
from this school be transported either to the Washington or the 
Kosciusko School until such time as these buildings are replaced. 
In that event the pupils should be transported to the building 
which replaces the Washington and Kosciusko. It is recom- 
mended that other elementary school boundary lines be left as 
they are. 

This recommended change in the boundary lines of these 
school districts will be discussed in detail in Chapter III of this 
report. Table XVIII shows the number of elementary school 
pupils, junior high school pupils, and senior high school pupils 
now residing within each of the proposed districts. 

By 1940 it is estimated that the following school enrollment 
in each of these elementary school districts will need to be pro- 
vided for — Washington-Kosciusko, 475 ; Central, 330 ; Madison, 
400 ; Lincoln, 260 ; Jefferson, 350. Elementary school buildings 
should then be provided in the school building program adopted 
which would care for the number of pupils indicated above in 
each of the proposed districts. The Junior High School building 
should be constructed so as to provide for approximately 750 
pupils. 



SCHOOL BUILDING PROGRAM FOR WINONA 



35 



TABLE XVIII 

Number ok Elementary, Junior High School, and Senior High School 

Pupils Attending School in Winona in April, 1922, by 

Proposed School Districts* 



Districts 



Washington- 
Kosciuskof 
Central^ . . . . 
Madison . . . . 

Lincoln 

Jefferson ... 



Total 



Elementary 

School 
Enrollment 



456 
286 
322 
208 
279 



1.551 



Junior 

High 

Enrollment 



8S 
134 
104 

57 
104 



Senior 

High 

Enrollment 



Total 



484 



69 
159 
118 

39 
49 



610 
579 
544 
304 
432 



434 



2,469 



* As determined from spot maps furnished by the school principals. 

t Includes the elementary school pupils from the Sugar Loaf district and that 
portion of the Jackson bounded by Wabasha Street on the north and Laird Street 
on the east. 

t Includes that portion of the Jackson School district west of Laird Street. 

SUMMARY 

1. It is recommended that the building program, undertaken 
at the present time, take into consideration the possible number of 
pupils to be accommodated in the dififerent school divisions of 
Winona up to 1940. 

2. It is estimated that by 1940 provision will need to be made 
for approximately 1,816 kindergarten and elementary school 
pupils, 752 junior high school pupils, and 564 senior high school 
pupils. 

3. It is recommended that a rearrangement of the elementary 
school districts in Winona be made, so that the Sugar Loaf and 
Jackson school buildings will be abandoned, and so that the 
Washington and Kosciusko districts will be combined. This will 
mean that the Washington-Kosciusko district would provide for 
the elementary school pupils now enrolled in those schools and 
also for those now enrolled in the Sugar Loaf School. It is 
recommended that the portion of the Jackson School district east 
of Laird Street be annexed to the Washington-Kosciusko district 
and that the portion west of Laird Street be annexed to the 
Central School district. 



36 MERVIN G. NEALE AND SIGURD B. SEVERSON 

4. With the district hues rearranged according to this plan, it 
is estimated that by 1940 the following numbers of elementary 
school pupils would need to be provided for in these districts : 
Washington-Kosciusko, 475 ; Central, 330 ; Madison, 400 ; Lin- 
coln, 260; Jefferson, 350. 

5. It is recommended that the capacity of the elementary 
school buildings planned for these districts be as above indicated. 

6. It is recommended that a single junior high school building 
be erected with accommodations for 750 pupils. It is recom- 
mended that provision be made for approximately 600 senior high 
school students. With the addition of a gymnasium and an audi- 
torium, it is believed that the present high school building will 
accommodate that number of students with careful planning of 
the daily schedule. 



CHAPTER III 

THE PROPOSED SCHOOL BUILDING PROGRAM FOR 

WINONA 

In Chapter 1, it was pointed out that on the basis of the 
scores allotted to the Junior High, Sugar Loaf, Madison Annex, 
and Madison school buildings, they should be recommended for 
replacement in the immediate future. In addition to the building 
scores, information was presented about each of these buildings, 
showing that they were unsafe, imhealthful, and not adapted to 
the needs of modern education. It was also shown that the 
Washington and the Kosciusko buildings score only slightly above 
the point where buildings are usually recommended for abandon- 
ment. Evidence was also presented which showed that the Lin- 
coln and the Jefferson schools need to undergo very extensive 
general overhauling and repairing before they may be considered 
satisfactory for school use. In Chapter II, studies of the popula- 
tion and school enrollment were presented and suggestions rela- 
tive to a rearrangement of school districts were made. It w^as 
estimated that by 1940 provision should be made for about 600 
senior high school pupils (Grades 10 to 12), 752 junior high 
school pupils (Grades 7 to 9), 1,816 elementary school pupils 
(kindergarten to Grade 6). In this chapter it is desired to utilize 
these facts and some others in recommending a building program 
to the Board of Education and citizens of Winona. 

ft 

THE JUNIOR HIGH SCHOOL 

It is recommended that the present Junior High School build- 
ing be abandoned and that 'a single building be constructed to 
take care of the total junior high school enrollment in Grades 7. 
8, and 9 of the entire city. It is estimated that the enrollment in 
these grades will reach 752 by 1940 and it is recommended that 
the building be planned and built to accommodate that number. 
Many cities are now building junior high school buildings on 
sites of from seven to ten acres or more. The necessity for play 
space and athletic fields has been one of the chief factors in the 
selection of such sites. On account of the peculiar arrangement 



38 



MERVIN G. NEALE AND SIGURD B. SEVERSON 



of the city of Winona, however, it is not recommended that the 
building be located on a site of this size. To get such a site would 
necessitate locating the building far from the center of the city 
or paying what would be practically a prohibitive price for three 
or four blocks of improved property. It is therefore recom- 
mended that a single block of land be purchased, if possible, near 
the present Junior High School site. 

It is strongly recommended that a single junior high school 
building be erected. The city of Winona is not so long but that 
the great majority of the pupils would live within a reasonable 
distance of a building constructed near the present Junior High 
School building site. School building authorities set a mile and a 
half as a reasonable maximum radius for a junior high school dis- 
trict. Figure i shows that a circle drawn from the corner of 
W^inona Street and Broadway, with a radius of one and one- 
half miles includes all but fourteen of the junior high school 
students in Winona (seventh, eighth, and ninth grade pupils 




/ 

I L Z_.__. 

FIGURE 1 Distribution Of Junior H.jh School pupils m Wmo„ 
<c^lilli ani mtitli grades indudcd. This majo sliows tliat a\\ but ( 
pupils arc included willnn a one-and-ont-lialf mAe radius from tlie corner 
Winona St and Broadway. A one-and-one-half mile radius is considcre 
rtarsonalle msnmuni tor a Junior Hifh School Distrnt" 



Seventh, 
teen 
'f 



SCHOOL BUILDING PROGRAM FOR WINONA 39 

included). The distance is not too great to have a single build- 
ing. The strongest argument for a single building, however, lies 
in the fact that it would be financially and educationally much 
more economical to have a single junior high school building than 
to have this work divided between two buildings. It would 
be financially economical to have the single building because 
duplicate provision would not have to be made for laboratories 
and shops. A single junior high school principal could supervise 
the school. Duplication of expensive equipment would be 
avoided. The larger grouping of pupils in a single school would 
make possible a more economical grouping of pupils into class 
units. It would be educationally more economical because it 
would make it possible to have the junior high school separate 
from the elementary schools. This has always been found de- 
sirable educationally. In the second place, it would make pos- 
sible a better classification of pupils, and thirdly, it would make 
possible greater specialization on the part of teachers. 

Between the site of the present Senior High School and that 
chosen for the proposed junior high school, it is recommended 
that a combined gymnasium and auditorium building be con- 
structed which will be large enough to care for the needs of 
both the Junior and the Senior High School ptipils. An audi- 
torium and gymnasium, thus located, could be made to serve the 
needs of both schools and would be a ^splendid community asset. 

THE CENTRAL SCHOOL 

It is recommended that this building be replaced by a modern 
elementary school building to care for the kindergarten and 
Grades i to 6, inclusive. It is recommended that the present 
boundary line of the Central district be changed so as to include 
all those pupils in the Jackson School district west of Laird Street. 
It is recommended that the capacity of this building be 350 jnipils. 

THE MADISON SCHOOL 

It is recommended that the Madison Annex and the Madison 
elementary school buildings be replaced by a modern elementary 
school building erected on the same site to care for an ultimate 
enrollment of 400 kindergarten and elementary school pupils. 



40 MERVIN G. NEALE AND SIGURD B. SEVERSON 

THE SUGAR LOAF BUILDING 

It is recommended that this building be abandoned and that 
the pupils now attending this school be transported to the other 
elementary schools. This change may be justified on the ground 
that the school building is very inadequate, scoring only 420 out 
of a possible 1,000 points. This score is below the point at which 
schools are usually recommended for abandonment. In the sec- 
ond place, the pupils attending this school could be much more 
efficiently cared for if they were transported to one of the ele- 
mentary schools in the city proper. The expense of the trans- 
portation would certainly be no greater than the expense of main- 
taining the present school building and paying salaries of teachers 
whose time might be saved if these forty-two pupils might be 
distributed among grades of one or more of the present elemen- 
tary schools. A study of the enrollment by classes indicates that 
there is now room in' the classes of several buildings for the few 
pupils who attend the Sugar Loaf School. 

THE JEFFERSON SCHOOL BUILDING 

The following recommendations are made with respect to 
the Jefferson building : 

1. A competent architect should be employed to make plan? 
and estimates for thoroughly overhauling and modernizing this 
building. 

2. The remainder of the block on which this building stands 
should be purchased for playground purposes. 

3. A combination gymnasium and auditorium should be added 
to this building so that it may be used for community purposes. 

4. As a part of the overhauling of this building, the natural 
fighting should be improved ; an adequate system of artificial 
lighting should be installed; the basement and stairways should 
be rearranged and made fireproof ; the arrangement of the toilets 
should be made modern; and the heating plant should, if possible, 
be moved from under the present building. 

5. Toilets and washing facilities should be provided in the 
kindergarten room. 



SCHOOL BUILDING PROGRAM FOR WINONA 41 

THE LINCOLN SCHOOL BUILDING 

Practically the same recommendations are made with respect 
to the Lincoln building as were made with respect to the Jeffer- 
son. An architect should make estimates and draw plans for 
modernizing this building. Since there is practically no play- 
ground space, it is recommended that the rest of the block be 
bought for that purpose. In modernizing the building, the fol- 
lowing points should be considered : 

1. The classroom windows are four feet from the floor on 
one side of the rooms and about eight feet from the floor in the 
rear. This gives a sort of prison-like appearance to the rooms 
in which the elementary grades are located since the bottoms of 
the windows are in some cases nearly two feet above the tops 
of the desks. 

2. The fresh air for this building should be taken in from 
at least fifteen feet above the ground level and preferably from 
the top of the building. 

3. The basement and the storerooms in the basement should 
be made fireproof, and the heating plant should be moved from 
under the building, if possible. 

4. The stairways and corridors should be rearranged and the 
stairways should be made fireproof. 

5. An adequate system of artificial lighting should be installed. 

6. The toilet system should be thoroughly modernized. Wash- 
bowl and toilets should be provided in the kindergarten room. 

THE JACKSON SCHOOL 

It is recommended that the Jackson building be abandoned 
and the pupils west of Laird Street be sent to the proposed new 
Central School. Those to the east of Laird Street might be cared 
for in either the Central or the Kosciusko until such time as a 
single elementary school building is constructed to take the place 
of the Washington and Kosciusko buildings. After the construc- 
tion of this building, the pupils east of Laird Street should be ac- 
commodated in it. If a location for this proposed building could 
be secured about halfway between the Washington and Kosciusko 
buildings, no child in the Jackson district, as it is now constituted, 
would be outside of a circle drawn with a one-half mile radius 
from one or the other of these elementary schools. . 



42 MERVIN G. NEALE AND SIGURD B. SEVERSON 

THE WASHINGTON AND KOSCIUSKO SCHOOLS 

It is recommended that as the last step in this building pro- 
gram a single elementary school building be constructed approxi- 
mately midway between the Washington and Kosciusko buildings 
to take care of all the kindergarten and elementary school enroll- 
ment (Grades i to 6) in both districts, and that additional provi- 
sion be made for caring for the children who would be trans- 
ported from the Sugar Loaf district as well as those east of 
Laird Street in the Jackson district. The estimated number oi 
pupils to be cared for in this building is 475. A site could be 
chosen for such a building so that practically every pupil in the 
district would Hve within a half-mile radius of the school. 

WOULD SUCH A CONSOLIDATION PLAN 
BE REASONABLE? 

Figure 2 is an outline map of the city of Winona with the 
present school districts sketched in, in heavy black ink lines. 
Circles were drawn on the map with a radius of one-half mile, 
using the present school buildings as centers. This map is interest- 
ing because it shows the enormous amount of overlapping of 
elementary school districts when a very reasonable standard of 
one-half mile radius for each is taken. 

The overlapping is greatest in the case of the Central. 
Washington, Kosciusko, and Jackson school districts. There are 
certain blocks where pupils are within one-half mile of either 
of these four school buildings. The circle with the cross lines 
drawn on the map has a one-half mile radius and its center is 
located at about the point where the building recommended to 
replace the Washington and Kosciusko school buildings should 
be built. If this proposed building were located as shown on 
this map, there would be only seven elementary pupils from the 
Washington and Kosciusko districts left outside of the one-half 
mile radius. In no case would any one of these seven pupils 
be more than one block outside of the radius named. Figure 3 
shows the redistricting plan recommended. The dots on this map 
indicate the pupils who would be outside the circles with one-half 
mile radii under the proposed plan of districting. The largest 
number of pupils who would live more than one-half mile from 



SCHOOL BUILDING PROGRAM FOR WINONA 



43 



the elementary school would be found in the western part of 
town. In the vicinity of the point where the boundary line be- 
tween the Madison and Central school districts meets the Missis- 
sippi River, there are about seven pupils who are without a one- 
half mile radius. In the Jefiferson School district, there are 
twenty-nine elementary school pupils in the extreme western part 
who are outside of a one-half mile radius from that school. 



t_ 




1 L.^ L 

FIGURE T^ 
Tiie.sntdll black circles aie dra-oi witk rdJii of one half inile.Tiie;i sliow the 

ffftat amount of overUppmg between Hese areas for Hie difjcrent eleitien- 

tary sclicols. Some Of Ihe pupils in the Jachson district are within one 

half wile Of {OUT elemenlaTy school builimjs.The circle with tde cross lines 

IS irav«n to show that aW the elementary pupils i« the Washington ajl KoscmsKo 

UiWinCTS, except seven, would be mcUJel ma circle Of half mile fajius drawn' 

jrom a point between those two building's. 



I ' 

^Tiie cross hatched s^mare indicates the 
appronmate location recommended for 
the building' to replace the WashingToTi 
and KosciusVo builiings 



ADVANTAGES OF CONSOLIDATION 

The inclusion of such a consolidation in the Winona build- 
ing program would be a long step in the direction of economy for 
the following reasons : 



44 



MERVIN G. NEALE AND SIGURD B. SEVERSON 



1. The small building makes it impossible to secure the highest type 
of supervisory service from the principals because the cost of employing 
a high type of principal for a six- or an eight-room building is prohibitive. 

2. It is impossible to make provision for the right sort of instructional 
and recreational facilities where the small building idea is prevalent. 
Gymnasiums, playrooms, lunch rooms, lunch service, playground equip- 
ment, shower baths, bicycle rooms, auditorium, motion picture equipment, 
teachers' rest rooms, etc., would be too expensive in small school buildings. 
In large school buildings, they may be provided without greatly increas- 
ing the per capita cost. 

3. With a number of small school buildings, it is impossible to utiHze 
the services of special teachers of art, music, physical training, manual 
training, home economics, etc., without a great waste of time in having 
teachers walk or ride from one building to another. Moreover, special 
teachers who come into a building for a brief period do not have the 
influence of teachers who remain for a longer period of time and who 
are available for consultations with students and teachers. 

4. In small school buildings, it is impossible to put into practice a 
sound policy of grouping pupils according to their special abilities. 



L-'l 




FIGURE 

Jackstii scl 



3 Roposc!! 

lool and tlie 

\S wW wo 

llock or 

t!ic liKts 



rcJistnctinj (or Wmoiii. Tilt; plan involvts titc atandonmcnt of ! 

consolidatun of He Wisknijitcm anJ Kosciusko sckools.Tiic Job i 

M bt outsiJt tkt kilf mile ridii . In no UU Ut HtnCnUry I 

\wo outside We kalf mile radii Except m tkc Jtfferjow T 

irt uitckanirtd. L 



SCHOOL BUILDING PROGRAM FOR WINONA 45 

THE COST OF THE PROGRAM 

No attempt is made in this survey to estimate the exact cost 
of such a building program. The services of a competent school 
architect should be secured to make an estimate on the building 
program which the board adopts. A rough estimate of the prob- 
able cost of the entire program recommended indicates that it 
will be about $1,150,000.* This estimate includes the cost of the 
additional playgrounds recommended and the cost of equipping 
the buildings. In case only a part of this program is undertaken, 
it is recommended that this order be followed : 

1. Erection of a Junior High School building and a gymna- 
sium and auditorium for the Junior and the Senior High schools. 

2. The erection of modern elementary schools to replace the 
Madison and the Central. Thorough modernization of the Lin- 
coln and the Jefiferson. 

3. The erection of a single building to replace the Washing- 
ton and the Kosciusko. 

* Since this estimate was made, the cost of building materials has materially 
increased. The amount set is therefore too low* at present prices. 



CHAPTER IV 

THE ABILITY OF WINONA TO FINANCE THE 
PROPOSED PROGRAM 

■ The foregoing portions of this report have shown that the 
physical condition of the school plant in Winona is far short 
of what modern education demands. Several of her buildings 
are so old and worn as to need immediate replacement. They 
are entirely unsuited to meet the needs of up-to-date American 
school activities. Winona has a building program to face. She 
can not escape it if she intends to make adequate provision for 
the health and safety of her school children. 

How is she fixed financially? Can Winona construct the 
buildings needed without placing heavier tax burdens on her 
people than other cities are carrying ? In this chapter, facts bear- 
ing on these questions will be presented. The method of this sec- 
tion of the report will be to compare Winona with other cities 
in order to show how she ranks in the important items which 
should be considered. 

The task of selecting a list of cities to serve as a basis of 
comparison is not a simple one. First, to be fair, the cities com- 
pared must be of about the same size. Second, they must be 
cities of the same type. Winona is a trading center and small 
manufacturing city. Third, the cities must be located in about 
the same environment as regards climate, type of population, 
and wealth of surrounding territory. Fourth, the rate of in- 
crease in population must be approximately the same, for a 
rapidly growing city faces educational needs which an older, 
more slowly growing city does not experience. Cities have been 
selected for comparison which have either stood still or grown 
slowly for the last twenty years. Two sets of cities have been 
used, not that two lists are necessarily better than one, but be- 
cause similar data could be found for the cities in each list which 
could not be secured for all. Also, the wider the basis of com- 
parison, the fairer the study will be and the safer the conclusions 
drawn. One list is made up of the cities shown in Table XIX. 
All these cities are of about the same size as Winona ; they are 
all located in the Mississippi Valley ; and have all grown rather 
slowly for the past twenty years. 



SCHOOL BUILDING PROGRAM FOR WINONA 



47 



TABLE XIX 

Population by Decades of Fourteen Cities Used in Making 

Financial Comparisons* 



City 



Alton, Illinois 

Appleton, Wisconsin... 

Cairo, Illinois 

Clinton, Iowa 

Eau Claire, Wisconsin. 

Freeport, Illinois 

Galesburg, Illinois 

Kankakee, Illinois 

Keokuk, Iowa 

Logansport, Indiana... 

Richmond, Indiana 

Streator, Illinois 

Ottumwa, Iowa 

Winona, Minnesota... 



1920 



1910 



1900 



24,682 


17,528 


14,210 


19,561 


16,773 


15,085 


15,203 


14,548 


12,566 


24,151 


25,577 


22,698 


20,906 


18,310 


17,517 


19,669 


17,567 


13258 


23,834 


22,089 


18,607 


16,753 


13,986 


13,595 


14,423 


14,008 


14,641 


21,626 


19,050 


16,204 


26,765 


22,324 


18.226 


14,779 


14,253 


14.079 


23,003 


22,012 


18,197 


19,143 


18,583 


19,714 



* The United States census returns. 

The second list, shown in Table XX, is made up of the 
largest Minnesota cities whose population has grown slowly and 
with which it would be fair to compare Winona. On account 

TABLE XX 

Population by Decades of Ten Minnesota Cities Used in Making 

Financial Comparisons* 



City 



Brainerd . . . 
Crookston . . 
Faribault . . . 
Fergus Falls 
Mankato, . . . 
Moorhead . . 
Owatonna . . 
Red Wing . . 
Willmar .... 
Winona .... 




1900 



7,524 
5,359 
7.868 
6,072 
10,599 

5.561 
7.525 

19,714 



* The United States census returns, 1920. 



48 MERVJN G. NEALE AND SIGURD B. SEVERS ON 

of the care used in the selection of cities, it is believed that all 
comparisons made are entirely fair to Winona and show the 
situation in its true setting. 

WINONA'S FINANCIAL CONDITION 

What is Winona's present financial condition ? How heavil)' 
in debt is she ? How much taxable wealth has she to draw upon 
for financing the proposed school building program? 

Winona has a total bonded indebtedness of $606,000. Of 
this amount, $205,000 is for schools. Thus, approximately 
one third of her debt has been contracted for education. It is 
generally found that fully one half of the total debt of a city 
is for schools, and frequently this proportion runs considerably 
higher. The bonded debt for schools in Winona is the lowest 
of any of the Minnesota cities in Table XXI. She has but 
$10.50 school debt per capita of population while Moorhead 
has $87.40, and Owatonna, $78.30. These two cities with much 
less than half the population of Winona have recently invested 
a half million dollars in school buildings. 



TABLE XXI 
Pek Capita Debt of Minnesota Cities for Schools 



Citv 




Moorhead . . 
Owatonna . . 
Willmar .... 
Mankato . . . . 
Crookston . . 
Red Wing . . . 
Fergus Falls 
Faribault . . . 
Brainerd . . . . 
Winona 



$87.40 
78.30 
35-30 
32.80 
31-50 
23.80 
21.80 
18.60 
10.90 
10.50 



The median 
point of the 
debt of these 
cities is $27.65 
per capita of 
population. 



The above data were taken from the 1921 report of the Minnesota 
State High School Inspector. Winona's figure includes all bonds sold up 
to April I, 1922, in addition to those given in the above report. Winona 
has little bonded debt for school purposes. 



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50 



MERVIN G. NEALE AND SIGURD B. SEVERSON 



Why is it that Winona has little school debt? Has she spent 
money but paid off her debts, or has she simply gone along, year 
after year, spending little or nothing? Table XXII shows the 
latter to have been the practice. This table shows the expendi- 
tures for land, new buildings, and equipment in eight Minne- 
sota cities year by year from 1904 to the present time. A glance 
at the table shows at once that, except for the erection of the 
Senior High School in 191 6 and 191 7, Winona has spent prac- 
tically nothing on school buildings or land in eighteen years. 
Table XXIII, which summarizes the figures given in Table 
XXII, brings out the fact that Winona has spent but fifty-six 
cents per capita of population per year for the purposes men- 
tioned. Every one of the other seven cities has spent more. 
Crookston and Mankato have each spent over two dollars per 
capita per year, or about four times as much as Winona. Com- 
pared with other cities, Winona has a small amount of debt 
and has spent little money for buildings for a long tim€. 

TABLE XXIII 

Expenditures for Capital Outlay of Winona and Seven Other 
Comparable Minnesota Cities, 1904-21 



City 



Crookston . . 
Mankato . . . . 
Red Wing. . . 
Faribault . . . 
Fergus Falls. 
Owatonna . . 
Brainerd . . . . 
Winona 



■ Total Ex- 




penditures for Land, 


Average per 


New Buildings, and 


Capita Expenditures 


Equipment, 1904-21 


per Annum 


$280,331 


$2.33 


402,639 


201 


280,409 


1.96 


285,853 


1.70 


180,696 


1.60 


106,644 


•95 


108,402 


•75 


192,950 


.56 



This table shows that Winona has spent very little for land, new build- 
ings and equipment when compared with other Minnesota cities. 



Why has Winona not spent money for schools at somewhere 
near the rate of other Minnesota cities ? Is it because she is poor 
and does not have it to spend? Tables XXIV, XXV, XXVI, 
XXVII. and XXVIII throw light on these questions. Table 



SCHOOL BUILDING PROGRAM FOR IV I NONA 



51 



XXIV, showing the assessed values of real estate and personal 
property in 14 Mississippi Valley cities and the ratio between this 
valuation and the true valuation makes it possible to tabulate in 
the fourth column the real wealth of the various cities. Table 
XXV gives the ranking of these cities on the basis of real wealth 
per capita while Table XXVI ranks them on the basis of the 
amount of wealth behind each child in average daily attendance in 
school. Winona, with $962 per capita of population, ranks sixth 
of the fourteen cities. Winona is above the average middle 
western city in wealth per capita. The amount of money behind 
each child in school is also high. Winona has $8,423 for each 
child in average daily attendance which is $1,634 or 24 per cent 
more than the median or middle city possesses. 



TABLE XXIV 

Assessed Valuation, the Ratio of Assessed to Real or True Valuation, 

AND the Real Valuation of Fourteen Mississippi Valley 

Cities of About Winona's Population in 1917-18 





Assessed 




True Valua- 




Value 


Ratio of 


tion of Real 


City 


in Thousands 


Assessed to 


and Personal 




of Dollars 


Real Value 


Property 


Alton, Illinois 


$ 4,752 


14 


$33,942,000 


Appleton, Wisconsin . . 


20,000 


90 


22,222,000 


Cairo, Illinois 


4,203 


60 


7,005,000 


Clinton, Iowa 


3,120 


25 


12,480,000 


Eau Claire, Wisconsin. 


13,811 


67 


20,613,000 


Freeport, Illinois 


5,547 


33 


16,641,000 


Galesburg, Illinois .... 


7,535 


33 


22,605,000 


Kankakee, Illinois 


4,533 


33 


13,599,000 


Keokuk, Iowa 


3,145 


23 


13,672,000 


Logansport, Indiana. . . 


10,247 


50 


20,494,000 


Ottumwa, Iowa 


5,265 


25 


21,060.000 


Richmond, Indiana.... 


17,809 


59 


35,618,000 


Streator, Illinois 


3,100 


20 


15,500,000 


Winona, Minnesota... 


7,499 


40 


18,624,000 



Basic data, with the exception of those for Winona, from Bonner, 
H. R., Statistics of City School System, 1917-1S, PP- 468-77. Figures for 
Winona are from Minnesota State High School Inspector's Report. 
1917-18. 



52 



MERVIN G. NEALE AND SIGURD B. SEVERSON 



TABLE XXV 

Real Wealth per Capita of Fourteen Mississippi Valley Cities of 

About the Same Population as Winona. Data for 1917-18 



City 



Real Wealth per Capita 



1. Alton, Illinois $i,374 

2. Richmond, Indiana i,33i 

3. Appleton, Wisconsin ! 1,136 

4. Streator, Illinois 1,048 

5. Eau Claire, Wisconsin 986 

6. Winona, Minnesota 962 

7. Galesburg, Illinois 948 

8. Keokuk, Iowa 948 

9. Logansport, Indiana 947 

10. Ottumwa, Iowa 911 

11. Freeport, Illinois 846 

12. Kankakee, Illinois ; 811 

13. Clinton, Iowa i 516 

14. Cairo, Illinois j 461 

Winona stands above the middle city in amount of wealth per capita. 



TABLE XXVI 

Real Wealth per Child in Average Daily Attendance in Fourteen 

Mississippi Valley Cities of About the Same Population as 

Winona. Data for 1917-18 



City 



1. Alton, Illinois 

2. Richmond, Indiana. . . 

3. Streator, Illinois 

4. Appleton, Wisconsin.. 

5. Winona, Minnesota.. 

6. Eau Claire, Wisconsin. 

7. Keokuk, Iowa 

8. Galesburg, Illinois.... 

9. Freeport, Illinois 

10. Logansport, Indiana... 

11. Kankakee, Illinois 

12. Clinton, Iowa 

13. Ottumwa, Iowa 

14. Cairo, Illinois 



Real Wealth 

per Child in Average 

Daily Attendance at School 



$11,708 
10,728 
9,209 
8,828 
8,423 
8,131 
7,131 
6,447 
6,373 
5,994 
5,506 
5,221 
5.107 
3,532 



Winona stands high in wealth behind each child in attendance at 
school. 



SCHOOL BUILDING PROGRAM FOR WINONA 



53 



CHART 8 

REAL WEALTH PER CHILD IN AVERAGE DAILY ATTENDANCE IN 
WINONA AND THIRTEEN COMPARABLE CITIES 



Real Wealth 
Per Child 

*1 1,708 





City 
Alton. 111. 
Richmond, Ind. 10,U& 

3rr(2a|-or.IlI. 9,209 

ApplGton, Wi5. d,dZQ 
WINONA. MINN. 6.423 

Cau Claire. Vyi-5. 6,151 

Keokuk. lowd 7,DI 

Galcsbur^, 111. 6.447 

frecporMli. 6,575 

Lo^nsporl. Ind. ^,994 

Kankakee, 111. 5,506| 

Clinton, Iowa 5,E2l| 

Orrumwa. Iowa 5,107 

Cairo, III. 3,552 



The cities compared in this figure are all in the middle west and have 
had approximately the same rate of growth as Winona. Compared with 
these cities, Winona ranks high in wealth per child to be educated. 

Table XXVII compares Winona with other Minnesota cities. 
WiiTona ranks fourth in per capita assessed valuation of real 
estate and personal property. Since the ratio of assessed valua- 
tion to true valuation is the same throughout the state, it is 
possible to compare the wealth of these cities by studying the 
assessed valuations. The per capita assessed valuation in Winona 
is $461. The middle Minnesota city has $435.50. It is evident 
that W^inona has more wealth than the average Minnesota city. 




54 



MERVIN G. NEALE AND SIGURD B. SEVERSON 



In addition to the above showing of wealth, Winona has about 
nine million dollars in moneys and credits which is taxed at $3 
a thousand all over the state. One third of the money raised by 
this tax goes to the school district. During the fiscal year, end- 
ing March 31, 1922, the Winona school district received $9,954.61 
from this source. Table XXVIII shows that Winona has a de- 
cidedly higher per capita valuation of moneys and credits than 
any of the Minnesota cities with which it seems fair to make 
comparisons. She has nearly six times the per capita valuation 
in moneys and credits of the lowest city in this group and more 
than three times the per capita valuation of the middle city. Bond 
dealers and others, who ought to know, state it as their opinion 
that Winona has proportionally more wealth in moneys and 
credits than other cities of the state, with the possible exception 
of Duluth. We must conclude, then, that Winona has even more 
wealth than her neighbors. She has not failed to build schools 
because she is poor. Due to her large wealth and lack of a build- 
ing program in past years, her tax rate has consistently been last 



TABLE XXVII 

Assessed Valuation of Real Estate and Personal Property and the 

Assessed Valuation Per Capita in Ten Minnesota Cities Which 

Have Grown in Population at About the Same Rate as 

Winona and Are of About the Same Type* 



City 



Mankato . . . . 
Red Wing. . . 
Owatonna . . 
Winona .... 
Moorhead . . 
Willmar . . . . 
Fergus Falls . 
Faribault . . . 
Crookston . . 
Brainerd . . . . 



Assessed Valua- 


Assessed Valuation 


tion Real and Per- 


Real and Personal 


sonal Property 


Property per Capita 


$7,256 229 


$582 


4,721,852 


546 


3,551.104 


489 


9,012,716 


461 


2,513,070 


439 


2,548,691 


432 


2,893,042 


381 


4,116,420 


371 


2,507,907 


367 


3,024,354 


31S 



* Minnesota State High School Inspector's Report, 1921. 



Compared with Minnesota cities, Winona is above the average in 
wealth per capita. 



SCHOOL BUILDING PROGRAM FOR WINONA 



55 



or next to last in the group of cities studied. For a long time 
her people have had a very light tax load on account of their 
schools. They should not complain of heavy taxes if the rate 
is considerably increased in the next few years. Table XXIX 
presents the facts upon which the above assertion is based. 

TABLE XXVIII 

Total .a.nd Per Capita Wealth in Moneys and Credits of Winona and 

Eight Other Comparable Minnesota Cities* 



Citv 



Winona . . . . 

Red Wing . . . 
Mankato . . . 
Fergus Falls. 
Faribault . . . 
Owatonna 
Crookston . . 
Willmar . . . . 
Brainerd . . . 



Total Wealth jn 


Per Capita Wealth 


Moneys and Credits 


in Moneys and Credits 


$8,991,321 


$469 69 


3,436:870 


397.92 


1,742,468 


13974 


1,608,956 


21223 


1,580,210 


14250 


995,633 


137.29 


948,154 


138.92 


934.617 


158.62 


748,207 


78.01 



* Figures fiom State Tax Commission. 

Winona is far in the lead of other Minnesota cities in both total and 
per capita amount of moneys and credits. She has over three times as 
much per capita in moneys and credits as the median of the Minnesota 
cities listed in this table. 

TABLE XXIX 
The Ta.x Levy in Mills for School Purposes by Years* 



City 


1920 


1919 


1917 


1916 


1914 


191 3 


1909 


Brainerd 

Crookston 

Faribault 

Fergus Falls 

Mankato 

Owatonna 

Red Wing 

Winona 


31-4 
36.1 
384 
31.6 
23.0 
510 

2675 
18.71 


27.9 
32.3 
33-1 
30.8 
23.0 

30.45 

19.2 

18.07 


19.35 

27.5 

23.0 

25.0 

14.0 

21.8 

17.0 

13.0 


16.73 
25.6 
19.2 
22.3 

137 
18.2 
12.8 
15.93 


1975 
26.80 
12.1 
14.3 

II.O 

16.5 

lO.O 
II.O 


1771 
30.10 
12.2 
178 

lO.O 

15.0 

II.7 
no 


18.29 

23.0 

12.4 

21.8 

10.5 

12.0 

8.3 
9.0 


Median 


31-5 


292 


20.1 


17-5 


_^3-2 


13.6 


12.2 



' Minnesota State High School Inspector's Reports. 1909-20. 



56 MERVIN G. NEALE AND SIGURD B. SEVERSON 

SCHOOL AND CITY TAX RATES 

It has been pointed out in this chapter that Winona ranks high 
in wealth per inhabitant and in wealth per child enrolled in school. 
It has also been shown that Winona has the smallest per capita 
debt of a group of comparable Minnesota cities. It was further 
shown that during the past eighteen years Winona has made a 
decidedly smaller expenditure per inhabitant for school purposes 
and improvements than any other of this group of Minnesota 
cities. It would be interesting to know whether or not Winona 
is displaying the same extremely conservative attitude in taxation 
for municipal purposes which she displays in taxation for school 
support. Do the schools get their fair share of the money raised 
by taxation? The answer to this question is found in Table XXX 
and Chart 9. In Winona the major portion of the money raised 
by local taxation has been devoted to municipal purposes. Of all 
the Minnesota cities listed in Table XXX, Winona has the high- 
est tax rate for city purposes. In tax rate for school purposes. 



TABLE XXX 

Relative Municipal and Educational Effort as Expressed in Tax 

Rate in Mills of Winona and Eight Other Comparable 

Minnesota Cities, 1921-22 



City 



! City and 
i Village Tax 
Rate in Mills* 



Winona .... 
Red Wing... 
Faribault . . . 
Crookston . . 
Mankato . . . . 
Fergus Falls . 
Brainerd . . . . 
Willmar . . . . 
Owatonna . . 



35-34 
32.80 

3147 
29.00 
27.10 
25-50 
23-50 
20.19 
19.02 




Owatonna 
Brainerd 
Faribault 
Willmar . . . . 
Mankato . . . . 
Crookston . . 
Fergus Falls . 
Winona .... 
Red Wing. . . 



School 
District Tax 
Rate in Mills 

45-33 
44.00 
39.28 

38.49 
38.00 
34-70 
33-30 
27.69 
24.20 



* From figures compiled by State Tax Commission. 

Of the cities shown, Winona has the largest tax rate for municipal 
purposes and next to the smallest tax rate for education. Winona and 
Red Wing are the only cities with a school tax smaller than the municipal 
tax. 



SCHOOL BUILDING PROGRAM FOR WINONA 



57 



CHART 9 

RELATIVE MUNICIPAL AND EDUCATIONAL EFFORT AS EXPRESSED IN 

TAX RATE IN MILLS, OF WINONA AND EIGHT OTHER COM 

PARABLE MINNESOTA CITIES. 1021-22 



City 

WINONA 
Red Wing 
Faribaulr 
Crook5ron 
Mankafc) 
fergas Talb 
Brainerd 
Will mar 
Owatonna 

City 

Owotonna 

Drainerd 

laribauir 

Willmar 

Mankato 

Cr9ok5ton 

fcr^u5 falls 

WINONA 

Red Win^ 



City d Village 
Tax Rate. Mi lb 




School District 
Tax Levy, Milb 

4531 




In comparison with other cities, Winona underemphasizes taxation 
for school purposes. Winona ranlcs liighest in tax rate for municipal 
functions and next to the lowest in tax rate for school purposes. Although 
all other cities, except one, had a school tax rate from 5.7 to 26.3 mills 
greater than the municipal tax rate, Winona's school rate was 7.6 mills 
lower. 



58 MERVIN G. NEALE AND SIGURD B. SEVERSON 

Winona ranks next to the last. With two exceptions, all cities 
listed in this table have a much higher tax rate for education 
than for municipal purposes. Winona's tax rate for schools is 
almost 8 mills lower than her tax rate for city purposes. 

CAN WINONA FINANCE A $1,150,000 BUILDING PROGRAM? 

In Chapter III, it was estimated that the approximate cost 
of the building program recommended for Winona, including 
the purchase of the necessary land and expenditures for equip- 
ping the buildings, would be about $1,150,000. How will the 
bonding of the city for this amount affect the tax rate? 
Can Winona carry this debt without placing an unduly heavy 
burden on the taxpayers of the city? Allowing for a reasonable 
increase in the valuation of taxable property, calculations show 
that Winona could retire a bond issue of $1,150,000 in thirty 
years with an average yearly increase of 8 mills over her present 
school levy. 

The total tax levy for school purposes in Winona was 28.69 
mills for the school year 1921-22,^ A levy of 8 mills added to 
this would make a total of 36.69 mills. Would this be an unrea- 
sonable tax levy as compared with other Minnesota towns and 
cities ? Reports on file in the office of the state superintendent of 
public instruction show that it would not. In Table XXXI, the 
total school levies of twenty-eight Minnesota towns and cities 
are given. If Winona should add to her present total school 
levy the additional 8 mills required to retire a bond issue of 
$1,150,000 in thirty years, she would still have a lower levy than 
any of these twenty-eight cities had during the school year 
1921-22. • 

SUMMARY 

1. Compared with nine other comparable Minnesota cities, 
Winona ranks last in per capita bonded indebtedness for schools. 
Winona has a per capita debt of only $10.50 whereas the median 
per capita indebtedness for these cities is $27.65. 

2. Compared with seven other Minnesota cities as to per 
capita yearly expenditures for land, new buildings, and school 

1 From report on file in the office of the state superintendent of public instruc- 
tion. This figure is one mill greater than the levy, quoted above, from the State Tax 
Commission. TTiis difference is doubtless due to the inclusion of the state one-mill 
levy in the report to the state superintendent. 



SCHOOL BUILDING PROGRAM FOR WINONA 



59 



equipment for a period of years, ranging from 1904 to 1921, 
Winona stands at the foot of the list with only $0.56 per in- 
habitant per year, whereas the median for these cities is $1.65. 
3. In a list of fourteen Mississippi Valley cities of approxi- 
mately Winona's population and general characteristics, Winona 
ranks sixth in per capita wealth. In a list of ten Minnesota cities 

TABLE XXXI 

Total School Tax Levies in Certain Minnesota Towns and Cities fok 

THE School Year, 1921-22* 



City 



Total 

School Levy 

in Mills 



Grand Forks 94 

Montevideo 75 

Bemidji 649 

Moorhead 57-5 

Little Falls 56.6 

Lanesboro 55 

Mantorville 1 49 8 

Park Rapids 1 483 

Wabasha 47 7 

Tvi'o Harbors ' 46 28 

Owatonna 45^3 

Alexandria 44-92 

Brainerd 44 

Breckenridge 42-45 

Albert Lea | 42 i 

Austin 41-93 

St. James \ 4^9 

Lake City { 41 87 

Olivia I 39-9 

Faribault 39-3 

Morris 39 

Willmar 38.5 

Northfield 38.4 

Pipestone 38.3 

Mankato \ 38 

St. Cloud I 37-1 

Stillwater I 368 

WIncna (Present levy and proposed additional 8-mill levy | 

for bonds) i 36-69 

* From reports on file in the office of the state superintendent of public instruc- 
tion. 



6o MERVIN G. NEALE AND SIGURD B. SEVERSOK 

which have grown in population at ahiiost the same rate as 
Winona, she ranks fourth in per capita wealth. 

4. In the list of fourteen Mississippi Valley cities, referred to 
above, Winona ranks fifth in wealth per pupil in average daily 
attendance. Winona, therefore, ranks high as to the amount 
of wealth behind each child attending school. 

5. Winona could retire a bond issue for school buildings, 
amounting to $1,150,000 in thirty years with an addition of 8 
mills to her present school levy. 



APPENDIX A 

SCORE CARD FOR CITY SCHOOL BUILDINGS' 

SCORE OF BUILDING 



I. Site 
A. Location 

1. Accessibility . . . . 

2. Environment . . . 



B. Drainage 

1. Elevation 

2. Nature of soiL 



C. Size and Form. 



II. Building 

Placement 

1. Orientation 

2. Position on site. . . . 



Gros3 Structure 

I- Type 

2. Material 

3. Height 

4. Roof 

5. Foundations .... 

6. Walls 

7. Entrances . . . . t . . 

8. Aesthetic balance. 

9. Condition 



C. Internal Structure. 

1. Stairwaj's .... 

2. Corridors .... 

3. Basement 

4. Color scheme . . 

5. Attic 



25 
30 



20 
10 



40 



15 
10 



35 
20 

15 

5 
5 



5 
10 

5 
5 
5 
5 
10 

5 
10 



125 



55 



30 



40 



i6s 



25 



60 



80 



iBy Strayer and Engelhardt. Published by the Bureau of Publication. Teachers 
College, Columbia University. 



62 MERVIN G. NEALE AND SIGURD B. SEVERSON 

SCORE CARD FOR CITY SCHOOL BUILDINGS— Conimw^rf 



III. Service System 
A. Heating and Ventilation.... 

1. Kind 

2. Installation 

3. Air supply 

4. Fans and motors 

5. Distribution 

6. Temperature control 

7. Special provisions 

R. Fire Protection System 

1. Apparatus 

2. Fireproofness 

3. Escapes 

4. Electric w^iring 

5. Fire doors and partitions 

6. Exit lights and signs . . . . 

C. Cleaning Systems 

1. Kind 

2. Installation 

3. Efficiency 

D. Artificial Lighting System . . 

1. Gas and electricity 

2. Outlets and adjustment.. 

3. Illumination 

4. Method and fixtures 

E. Electric Service System 

1. Clock 

2. Bell 

3. Telephone 

F. Water Supply System 

1. Drinking 

2. Washing 

3. Bathing 

4. Hot and cold 





70 


10 




10 




15 




10 




10 




10 




5 






65 


10 




15 




20 




5 




10 




5 






20 


5 




5 




10 






20 


5 




5 




5 




5 






IS 


5 


. . 


5 




5 






30 


10 




10 




5 




5 





280 



SCHOOL BUILDING PROGRAM FOR WINONA 63 

SCORE CARD FOR CITY SCHOOL BUILDINGS— CoH/in«^d 



(j. Toilet System 

1. Distribution 

2. Fixtures 

3. Adequacy and arrangement. 

4. Seclusion 

5. Sanitation 



H. Mechanical Service System. 

1. Elevator 

2. Book-lifts 

3. Waste-chutes 



IV. Classrooms 
A. Location and Connection. 



li. Construction and Finish. 

1. Size 

2. Shape 



3. Floors 

4. Walls 

5. Doors 

6. Closets 

7. Blackboards 

8. Bulletin board. 

9. Color scheme. . 



C. Illumination 

1. Glass area. 

2. Windows , 

3. Shades . . . 



D. Cloakrooms and Wardrobes. 



Equipment 

1. Seats and desks. . 

2. Teacher's desk. . . 

3. Other equipment. 



I 


2 


3 




50 




10 






10 








10 








5 








15 








1 


ID 




5 






2 






3 










290 


35 


35 






95 




25 






15 


J" 






ID 








10 








5 








5 








10 








5 








10 










85 




45 






30 






10 






25 


25 






50 




35 






10 






.S 









64 MERVIN G. NEALE AND SIGURD B. SEVERSON 

SCORE CARD FOR CITY SCHOOL BUILDINGS— Conhnwed 



V. Special Rooms 

A. Large Rooms for General Use. 

1 . Playroom 

2. Auditorium 

3. Study hall 

4. Library 

5. Gymnasium 

6. Swimming pool 

7. Lunch room 

B. Rooms for School Officials 

1. Officers 

2. Teachers' room 

3. Nurse's room 

4. Janitor's room 

C. Other Special Service Rooms . . , 

1. Laboratories 

2. Lecture rooms 

3. Storerooms 

4. Studios , 

Totals 



10 

15 
5 

10 
10 



ID 
ID 
10 

5 



20 
10 

5 

5 



1,000 



3 



140 



65 



35 



40 



1,000 



1,000 



APPENDIX B 
ADVANTAGES OF A CExNTRAL JUNIOR HIGH SCHOOL 

It has been recommended in the body of the survey that all 
seventh grade pupils of Winona be accommodated in the pro- 
posed new junior high school building. Whenever pupils from 
individual elementary schools are transferred to a central build- 
ing, there is always complaint on the part of some of the patrons 
because of the fact that the pupils are taken away from the com- 
munity school building and are forced to walk greater distances. 
The elementary school principals also frequently complain be- 
cause their more advanced pupils are taken away. Since these 
criticisms are likely to arise in case all the seventh grade pupils 
in Winona are accommodated in a single junior higli school 
building, it is desired to set forth in this appendix some of the 
chief reasons why such a procedure would be desirable educa- 
tionally. 

In the first place, the seventh grade pupils would receive much 
better educational advantages if they went to a single central 
junior high school than they would in individual elementary 
school buildings. This is true because of the fact that it would 
be possible to have, in a large junior high school, departmental 
teachers, each teaching one or at most not more than two special 
subjects. Such teachers, who would be specialists, could do 
much better teaching than the general grade teacher who would 
have to teach these pupils in the individual elementary school 
buildings. The instruction which the seventh grade pupils would 
receive at the single central junior high school would also be 
better because better equipment could be provided, more kinds 
of laboratory room would be available, and a larger library could 
be provided for their use. 

In the second place, it would be very much less expensive for 
the district to place all the seventh grade pupils in a single junior 
high school building because the elementary schools could then 
be built without manual training rooms, domestic science rooms, 
and the other special rooms which would be needed for seventh 
grade instructional purposes. It would be less expensive because 
the seventh grade pupils could he more economically classified 



66 MERVIN G. NEALE AND SIGURD B. SEVERSON 

if they were grouped in one building. For example, suppose 
there were four seventh grade classes in as many elementary 
school buildings. Suppose these classes had enrollments of i8, 
26, 19, and 25, respectively. During each recitation period, it 
would take the time of four teachers to instruct these pupils in 
the four elementary schools. If they were attending a single 
central junior high school, they could be instructed in three 
classes, which would be a saving in the time of one teacher. 

In the third place, the central junior high school would be 
advantageous for the seventh grade pupils because it has been 
found that the seventh grade marks the beginning of the adoles- 
cent period for a very large number of boys and girls. Conse- 
quently, this is the grade with which junior high school instruc- 
tion should begin. It is therefore very strongly recommended 
that the seventh grade pupils be sent to the central junior high 
school. 



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Bl^l S914 



